Editorial

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Editorial

EDUCATIONINQUIRYVolume 2, No. 1, March 2011CONTENTEditorialTHEMATIC SECTION: HISTORY TEXTBOOK RESEARCH AND REVISIONStuart Foster Dominant Traditions in International Textbook Research and RevisionRomain Faure Connections in the History of Textbook Revision, 1947–1952Thomas Nygren UNESCO and Council of Europe Guidelines, and History Education in Sweden,c. 1960-2002Henrik Åström Elmersjö The Meaning and Use of “Europe” in Swedish History Textbooks, 1910–2008Janne Holmén Nation-Building in Kenyan Secondary School TextbooksErik Sjöberg The Past in Peril – Greek History Textbook Controversy and the Macedonian CrisisOPEN SECTIONElisabet Malmström Beyond the word, within the sign: Inquiry into pre-school children’s handmadepictures about schoolingIngrid Helleve & Marit Ulvik Is individual mentoring the only answer?Majid N. Al-Amri Getting Beyond Conversation AnalysisUlf Blossing & Sigrun K. Ertesvåg An individual learning belief and its impact on schools’improvement workUmeå School of EducationUmeå UniversitySweden


EDUCATION INQUIRYEducation Inquiry is an international on-line, peer-reviewed journal with free access in the field ofEducational Sciences and Teacher Education. It publishes original empirical and theoretical studiesfrom a wide variety of academic disciplines. As the name of the journal suggests, one of its aims isto challenge established conventions and taken-for-granted perceptions within these fields.Education Inquiry is looking for lucid and significant contributions to the understanding ofcontextual, social, organizational and individual factors affecting teaching and learning, the links betweenthese aspects, the nature and processes of education and training as well as research in andon Teacher Education and Teacher Education policy. This includes research ranging from pre-schooleducation to higher education, and research on formal and informal settings. Education Inquirywelcomes cross-disciplinary contributions and innovative perspectives. Of particularly interest arestudies that take as their starting point, education practice and subject teaching or didactics.Education Inquiry welcomes research from a variety of methodological and theoretical approaches,and invites studies that make the nature and use of educational research the subject of inquiry.Comparative and country-specific studies are also welcome.Education Inquiry readers include educators, researchers, teachers and policy makers in variouscultural contexts.Every issue of Education Inquiry publishes peer-reviewed articles in one, two or three differentsections. Open section: Articles sent in by authors as part of regular journal submissions and publishedafter a blind review process. Thematic section: Articles reflecting the theme of a conference orworkshop and published after a blind review process. Invited section: Articles by researchers invitedby Education Inquiry to shed light on a specific theme or for a specific purpose and published aftera review process.Education Inquiry is a continuation of the Journal of Research in Teacher Education, which isavailable in printed copies as well as electronic versions and free access at http://www.use.umu.se/forskning/publikationer/lof/EditorProfessor Per-Olof Erixon, Umeå University, SwedenReceiving EditorAssistant Professor Linda Rönnberg, Umeå University, SwedenThe editorial boardProfessor Marie Brennan, School of Education, UniSA, AustraliaProfessor Bernard Cornu, Directeur de la Formation – CNED, Directeur de CNED-EIFAD, FranceProfessor David Hamilton, Umeå University, SwedenProfessor Brian Hudson, University of Dundee, UKProfessor Gloria Ladson-Billings, University of Wisconsin-Madison, USAProfessor Martin Lawn, University of Edinburgh, UKAssistant Professor Eva Lindgren, Umeå University, SwedenAssistant Professor Linda Rönnberg, Umeå University, SwedenProfessor Kirk Sullivan, Umeå University, SwedenProfessor Gaby Weiner, University of Edinburgh, UKProfessor Pavel Zgaga, University of Ljubliana, SloveniaLanguage EditorMurray Bales, Ljubljana, SloveniaGuidelines for Submitting ArticlesSee Education Inquiry’s homepage: http://www.use.umu.se/english/research/educationinquirySend Manuscripts to: EducationInquiry.Editor@adm.umu.se©2011 The Authors. ISSN online 2000-4508


EditorialPer-Olof Erixon, EditorEvery issue of Education Inquiry publishes peer-reviewed articles in one, two orthree different sections. In our Open section, articles are sent in by authors as partof regular journal submissions and published after a blind review process. In ourThematic section, articles may reflect the theme of a conference or workshop and arepublished after a blind review process. We also have an Invited section with articlesby researchers invited by Education Inquiry to shed light on a specific theme or fora specific purpose and they are also published after a review process. This issue ofEducation Inquiry contains both a Thematic section and an Open section, bringinga total of 10 articles.Thematic sectionThe Thematic section is entitled “History Textbook Research and Revision”, containsfive articles and is edited by Professor Daniel Lindmark, Umeå University, Swedenand Dr Stuart Foster, a Reader at the Institute of Education, University of London,England.In “Dominant Traditions in International Textbook Research and Revision”, Fosterestablishes the framework of the thematic section by examining the field of textbookresearch, which he finds very limited. He identifies two categories or “traditions”that are often interrelated and overlapping, which he calls conciliatory tradition andcritical tradition.In “Connections in the History of Textbook Revision, 1947-1952”, Romain Faurefocuses on connections between textbook revision forums between 1947 and 1952 andexamines the interrelations between the textbook activities of UNESCO, the WorldMovement of Trade Unions, the international historian conferences in Speyer andtwo Franco-German co-operation projects.In “UNESCO and Council of Europe Guidelines, and History Education in Sweden,c. 1960-2002”, Thomas Nygren compares the international recommendations forhistory education issued by UNESCO and the Council of Europe with the construingof history in national guidelines, teachers’ perceptions and the results of students’work in History in Sweden.In “The Meaning and Use of ‘Europe’ in Swedish History textbooks, 1910-2008”,Henrik Åström Elmersjö explores the different meanings of “Europe” in Swedishhistory textbooks over the course of the 20th century.In “Nation-Building in Kenyan Secondary School Textbooks”, Janne Holméninvestigates how issues of national, Pan-African and tribal identities are handled inKenyan upper secondary school textbooks for History and Government.1


Per-Olof ErixonFinally in this Thematic section, in “The Past in Peril -Greek History Textbook Controversyand the Macedonian Crisis, Erik Sjöberg study the conflict between Greeceand the Former Yugoslav Republic of Macedonia over the name and historical heritageof Macedonia, which in the early 1990s erupted in a diplomatic and political crisis.Open sectionIn “Beyond the word, within the sign: Inquiry into pre-school children’s handmadepictures about schooling”, Elisabet Malmström reports reflections on a study addressingthe role of a handmade picture in understanding pre-school children’s ideasabout their future school context.In “Is individual mentoring the only answer?, Ingrid Helleve and Marit Ulvikinvestigate how the needs of novice teachers correspond to the aims of the nationalproject and the future plans of Norwegian policymakers.In “Getting Beyond Conversation Analysis: Critical and Pedagogical Implicationsfor 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 onschools’ improvement work-– An Individual versus a Social Learning Perspective”Ulf Blossing and Sigrun K. Ertesvåg argue that a social learning understanding ofschool improvement based on the Community of Practice theory and its applicationmay provide schools with a theoretical understanding which enables the successfulimplementation of school improvement.2