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Textbooks --- -Textbooks --- -School-books --- Schoolbooks --- Text-books --- Handbooks, vade-mecums, etc. --- Costs --- Theses --- -Costs --- School-books

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The Journal of Educational Media, Memory and Society (JEMMS) explores the knowledge and understanding of past and present societies as constituted and conveyed via formal and informal educational media, within and beyond schools. Its focus is on various types of texts and images found in textbooks, museums, memorials, films and digital media. Of particular interest are conceptions of time and space, image formation, forms of representation, as well as the construction of meaning and identity (ethnic, national, regional, religious, institutional and gendered). The contents of educational media may also be examined in relation to their production and appropriation in institutional, sociocultural, political, economic and historical contexts. However, the journal is international and interdisciplinary and welcomes empirically based contributions from the humanities, social sciences, STEM subjects (science, technology, engineering and mathematics), as well as theoretical and methodological studies.

Textbooks --- Teaching --- Leermiddelen. --- Textbooks. --- Aids and devices --- Aids and devices. --- School-books --- Schoolbooks --- Text-books --- Handbooks, vade-mecums, etc. --- Curriculum materials --- Educational media --- Instructional materials --- Teaching materials --- Educational technology --- Media programs (Education) --- E-journals

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Graphics industry --- Teaching aids --- Boeken --- Education --- Enseignement --- Livres --- Onderwijs --- Opvoeding --- Textbooks --- Manuels scolaires --- 02 <063> --- -655 --- 371.6 --- School-books --- Schoolbooks --- Text-books --- Handbooks, vade-mecums, etc. --- Bibliotheekwezen--Congressen --- Congresses --- Grafische industrie --- Onderwijsmiddelen --- Congresses. --- 02 <063> Bibliotheekwezen--Congressen --- didactisch materiaal --- 655

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The book examines one aspect of the national self-image of Ireland as it was trans-generationally transmitted in the Irish National School environment through the medium of the Celtic mythology tales. Celtic mythology embodied a unique Irishness without being contentious in the wider social and political spheres and the texts had the capability to impart a national self-image, a character and ideological model for the young generation to follow and exemplify, while concurrently act as a sanctuary in which a unique, neutral, Irish self-past and contemporary self-image could be connected to. From 1922 onwards a state-run National School curriculum was set up to propagate a national ideal through the teaching of the Irish language, Irish history and a rekindled awareness of Ireland’s unique past. The mythology tales were employed to portray this unique past and their inclusion in the textbooks provided a platform for the policies of the inculcation of national pride, self-respect and self-image in the Irish nation, official government and Department policy following the Second National Programme Conference and Report in 1926. The aim of this book is an imagological one focusing on what made these tales ideological. The study incorporates a triangular approach: contextual, intertextual and textual. It is at the point of intersection between 4 specialisms: the historical study of Irish nationalism; the history of culture and education in 20th century Ireland; imagology and corpus linguistics. The conclusions drawn are based upon factual, statistical information garnered from the analyses conducted on the corpus and utilise information that is concrete and not hypothetical. This volume is of interest for all those working in Irish school literature, Irish studies – especially cultural, intellectual and educational history of Ireland, imagology and European studies.

Mythology, Celtic --- Textbooks --- Books and reading --- Books and reading. --- Historiography. --- Mythology, Celtic. --- Textbooks. --- Historical criticism --- History --- Authorship --- Appraisal of books --- Books --- Choice of books --- Evaluation of literature --- Literature --- Reading and books --- Reading, Choice of --- Reading habits --- Reading public --- Reading --- Reading interests --- Reading promotion --- School-books --- Schoolbooks --- Text-books --- Handbooks, vade-mecums, etc. --- Celtic mythology --- Criticism --- Historiography --- Appraisal --- Evaluation --- 1900-1999 --- Ireland --- Ireland. --- Airlann --- Airurando --- Éire --- Irish Republic --- Irland --- Irlanda --- Irlande --- Irlanti --- Írország --- Poblacht na hÉireann --- Republic of Ireland

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French imprints --- -Textbooks --- -Early printed books --- -French language --- -Langue d'oïl --- Romance languages --- Bibliography --- Books --- School-books --- Schoolbooks --- Text-books --- Handbooks, vade-mecums, etc. --- Textbooks for foreign speakers --- Early printed books --- Sweden --- Imprints. --- -Bibliography --- French language --- Textbooks --- Leerboeken. --- Frans. --- Early printed books. --- French imprints. --- French language. --- Textbooks. --- Swedish --- Sweden. --- Langue d'oïl --- Textbooks for foreign speakers&delete& --- Swedish&delete& --- Kingdom of Sweden --- Konungariket Sverige --- Schweden --- Shvet︠s︡ii︠a︡ --- Suecia --- Suède --- Suwēden --- Sverige --- Svezia --- Szwecja --- Zviedrija --- Zweden --- スウェーデン --- Francais (langue) --- Manuels pour non-francophones --- Suede --- Bibliographie --- Etude et enseignement --- 19e siecle