Visual Representation and National Identity in the Elementary Schoolbooks of Imperial Germany

Bibliographic Data

ID10326536
AuthorsKatharine D Kennedy (Agnes Scott College, corresponding author)
Year2000
Volume36
Issue1
Pages224-245
Publication date2000-01-01
Open AccessNo
TypeARTICLE
VenuePaedagogica Historica (JOURNAL)
Journal identifiersISSN: 0030-9230 • E-ISSN: 1477-674X
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/0030923000360111
OpenAlexW2151323895
LanguageEN
Citations received3

The examination of illustrated texts from reading books used in the elementary schools in different regions of recently unified Imperial Germany demonstrates both the interplay between pictures and texts in creating meaning and the persistence of common images and themes. From the ABC‐books for the youngest pupils, to the moralizing stones for older ones, to the history and geography units for the more advanced pupils, images persist of cozy homes, surrounded by the beauties of nature and populated by caring parents, especially mothers. In the numerous illustrated texts in the geography and history units of the readers, these images become metaphors to cast in familiar terms more distant topics like national monuments or reigning monarchs. Children in different regions saw different pictures and envisioned the nation through the lens of their own regional landscapes, landmarks, and histories. The persistent language and image of Heimat served to reconcile local, regional, and national identities and promoted attachment to the larger homeland

Aesthetics · Art · Homeland · Identity (music · Linguistics · Meaning (existential · National identity · Political science · Politics · Reading (process · Representation (politics · Sociology · Visual arts · Educator Training and Historical Pedagogy · Gender Studies · History · Law · Linguistic Education and Pedagogy · Psychology

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