The Educational Film between Politics and School Instruction: The Introduction and Impact of a New Educational Media in International Perspective, 1918-1939

在教育政策的辩论中，学校传授的知识和这种知识传播的形式之间的关系起着核心作用。这与教学过程如何受到新媒体影响的问题密切相关。回顾历史就会发现，社会变革和改革时期经常成为重新定义知识的催化剂，并导致学校生产和随后实施创新的教学材料。对“新媒体”现象的历史性考察从两个方面拓宽了当前辩论的视野：首先，它允许（从时代的角度）分析对新媒体的类似反应和应对策略，假设这些新媒体在内容或方向上与当前辩论没有本质上的不同。其次，它为新媒体如何影响中期教学环境的问题提供了一个回顾性的解决方案。该项目考察了在两次世界大战之间引入的一种新的学术媒介——教育电影，并调查了新的知识内容是如何面对教育政策、教学人员和电影制片人的，以及这种新的媒体形式是否导致了教学内容或方法的改变，如果有的话，是在什么方面。为了实现这一目标，研究人员在德国、法国和意大利三国比较中研究了教科书和教育电影中殖民主义的代表性例子，同时考虑了这一时期跨国知识转移的背景。迄今为止，本项目所依据的源语料库尚未得到广泛研究。本项目采用了一种新颖的方法，将教科书置于其他教育媒体的更广泛背景中，从而扩展了历史教育媒体研究的领域。教材与电影分析的结合是方法论上的未知领域。当然，比较的跨国方法一方面使国际比较成为可能，但另一方面，它也涉及到对这种新的教育媒介的分布做出贡献的核心跨国利益相关者。通过分析教育片和教科书中殖民主义的建构方法和感知模式，质疑教科书中殖民主义的“学术性”和文本导向的调解与教育片所要求的“说明性”呈现风格之间是否存在区别，该项目将自己定位于历史教育媒体研究、媒体研究和历史之间的界面。此外，它不仅寻求将新的方法方法，例如视觉转向，用于历史教育媒介研究，而且还通过集中分析“运动图像”来发展这些方法。

In educational policy debates the relationship between the knowledge imparted by schools and the form in which this knowledge is communicated plays a central role. This closely correlates with the question of how teaching and learning processes are influenced by new media. A glance back into history reveals that periods of societal change and reform frequently serve as a catalyst for knowledge to be redefined and result in the production and subsequent implementation of innovative teaching and learning materials in schools. A historic examination of the "new media" phenomenon broadens the view of the current debate in two ways: firstly it allows (from the perspective of the period) an analysis of similar reactions to, and strategies for dealing with, new media, which, the hypothesis assumes, do not intrinsically differ in content or orientation from those of the current debate. Secondly it offers a retrospective resolution to the question of how new media influence teaching and learning contexts in the medium-term. The project examines the introduction of a new academic medium, the educational film, in the interwar period and investigates how new knowledge content was confronted by educational policies, teaching staff and the film producers and whether this new media format led to any alteration in teaching content or method, and if so, in what aspect. To achieve this end the researchers study examples of the representation of colonialism in textbooks and educational films in a tri-national comparison between Germany, France and Italy, whilst taking the context of transnational knowledge transfer in this period into consideration. The source corpus on which this project is founded has not hitherto been widely studied. This project takes a novel approach by positioning the textbook in the broader context of other educational media and in so doing extends the field of historical education media research. The combination of textbook and film analysis is methodological terra incognita. The comparative, trans-national approach enables international comparisons on one hand of course, but on the other it also involves central, trans-national stakeholders who contributed to the distribution of this new educational medium. By analysing construction methods and perception patterns of colonialism in educational films and in textbooks to question whether there was a distinction between the "academic" and text-oriented mediation of colonialism in textbooks and the "illustrative" presentation style required by educational films, the project positions itself at the interface between historical educational media research, media studies and history. In addition it seeks not only to operationalize new methodological approaches, such as the Visual Turn, for historical educational media research, but also to develop them by focusing on the analysis of "moving images".