Conference
On 8 and 9 November 2017, the GEI hosted an interdisciplinary conference ‘Von der Reformation zur Religiösen Pluralität. Bildungsmedien in Fokus’ (From the Reformation to Religious Plurality: Educational Media in Focus). The Reformation served as a starting point from which to investigate the topic’s depiction and relevance in educational media on the one hand while also providing a basis for further discussions to explore concepts and tensions in scholarship and democratic society in relation to the current socio-political situation. The Leibniz Institute for Educational Media | Georg Eckert Institute also hosted an evening event on the topic ‘Ich glaub’ was, was du nicht glaubst. Religiöse Vielfalt in der Schule’ (I Believe Something that You Don't Believe: Religious Diversity at School). A full description of the conference can be found here (in German).
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Results
Publications
- ‘Religion – Sprache – Politik. Reformation in ausgewählten Schulbüchern Südosteuropas‘. In: Luther und die Reformation in internationalen Geschichtskulturen. Perspektiven für den Geschichtsunterricht edited by Roland Bernhard, Felix Hinz and Robert Maier. Göttingen: V&R unipress 2017 (Eckert. Die Schriftenreihe, Band 145), p. 233–254.
- An edited volume in German titled ‘Die Reformation in ausgewählten europäischen Schulbüchern‘ will be published in 2021. The volume examines textbooks for history and religious education in Switzerland, Germany, England, Serbia, North Macedonia and in Bosnia and Herzegovina. The books were examined for their guiding patterns and narratives as well the relevance and positioning of the Reformation in educational media. The results show that the Reformation is placed in many different contexts and its significance is often adapted to the respective historical narrative. The way the Reformation is portrayed and addressed in schools provides an insight into implicitly conveyed perceptions of religious and cultural diversity, and these lessons therefore provide an overarching educational and social potential that still offers many points of reference.
