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Per-Olof Erixon Finally in this Thematic section, in “The Past in Peril -Greek History Textbook Controversy and the Macedonian Crisis, Erik Sjöberg study the conflict between Greece and the Former Yugoslav Republic of Macedonia over the name and historical heritage of Macedonia, which in the early 1990s erupted in a diplomatic and political crisis. Open section In “Beyond the word, within the sign: Inquiry into pre-school children’s handmade pictures about schooling”, Elisabet Malmström reports reflections on a study addressing the role of a handmade picture in understanding pre-school children’s ideas about their future school context. In “Is individual mentoring the only answer, Ingrid Helleve and Marit Ulvik investigate how the needs of novice teachers correspond to the aims of the national project and the future plans of Norwegian policymakers. In “Getting Beyond Conversation Analysis: Critical and Pedagogical Implications for the TESOL/Bilingual Curriculum for Diverse Learners in the Age of Globalisation”, Majid N. Al-Amr, links the field of conversation analysis and the field of TESOL/ bilingual education for diverse learners. Finally in this open section, in “An individual learning belief and its impact on schools’ improvement work-– An Individual versus a Social Learning Perspective” Ulf Blossing and Sigrun K. Ertesvåg argue that a social learning understanding of school improvement based on the Community of Practice theory and its application may provide schools with a theoretical understanding which enables the successful implementation of school improvement. 2
THEMATIC SECTION HISTORY TEXTBOOK RESEARCH AND REVISION Stuart Foster & Daniel Lindmark (Eds.) Stuart Foster is a Reader in Education and Head of the Department of Arts and Humanities at the Institute of Education (IOE), University of London. He is also Director of the IOE’s Holocaust Education Development Programme. He has particular expertise in history education and in international textbook research. Co-authored with Keith Crawford, his most recent book is War, Nation, Memory: International Perspectives on World War II in School History Textbooks (2008). Greenwich, CT: Information Age. E-mail: s.foster@ioe.ac.uk Daniel Lindmark is a Professor of History and Education at <strong>Umeå</strong> University, Sweden, and an Associate Professor (docent) of Church History at Åbo Akademi University, Finland. Having published in educational history, religious history and Saami history, he has a growing interest in history didactics. He is directing the <strong>Umeå</strong> History and Education Group and the research project “History Beyond Borders: The International History Textbook Revision, 1919–2009”. E-mail: daniel.lindmark@historia.umu.se 3
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