Schoolbooks

Zuzana Svobodová's text Comenius and His Hopes and Longings – Both False and True explores how Comenius was depicted in Czech schoolbooks as well as publications for teachers / pedagogy media between 1918 and 1938. In addition to Comenius' own work, the contribution surveys contemporary textbooks on history, draws from media for teachers as well as from Patočka's works on Comenius, including his letter exchanges with experts on Comenius (K. Schaller, M. Blekastad). The aim of the contribution is to show Comenius as a man of longing and hope – i.e. values that Comenius understood predominantly in a theological way – eventually and more specifically in terms of Christology. Also in his philosophical and pedagogical (didactic, educative) writings, Comenius expressed himself as a man of hope, longing for salvation. The present contribution provides an answer to the question of how this hope and longing was understood by the teachers and authors of Czech textbooks during the period of the so-called Czechoslovak First Republic.
Abstract in Czech: Text Zuzany Svobodové „Komenský a naděje – falešné i pravé“ se zabývá obrazem Komenského v českých školních učebnicích a v pedagogických médiích v období let 1918–1938. Příspěvek čerpá kromě z prací Komenského zejména z dobových učebnic dějepisu, z médií pro učitele, dále pak z Patočkovo komeniologických prací, včetně jeho dopisů s komeniology (K. Schallerem, M. Blekastad). Cílem příspěvku je ukázat Komenského jako muže touhy a naděje, kterým on sám rozuměl především teologicky, konkrétně christologicky. Jako muž touhy (po spáse) se vyjadřoval také ve svých filosofických a pedagogických (didaktických, vychovatelských) spisech. Text předkládá odpověď na otázku, jak v době První republiky této naději rozuměli pedagogové a autoři českých učebnic.

Schoolbook on the importance of cultural heritage for civic education.
Among the topics: the importance of cultural diversity; cultural heritage in wartime, looting and destruction; opportunities and risks of reconstruction; cultural heritage and terrorism; clandestine excavation; the debate on museums' definition and role; ICOM Code of Ethics for Museums; restitutions and repatriation of ritual objects and human remains.

This presentation describes the role of children as subject and target of the Italian fascist propaganda in the years 1922-1943, exemplified by dozens of postcards, photos, school books and notebooks, comic magazines, posters, etc. of that period.

Esta apresentação descreve o papel das crianças como tema e alvo da propaganda fascista italiana nos anos 1922-1943, exemplificado através de algumas dezenas de postais ilustrados, fotos, livros e cadernos escolares, banda desenhada, cartazes, etc. daquele período

In Kinshasa schools, the lack of teaching aids such as schoolbooks and dictionaries featuring Lingala is a great hurdle for teachers who strive to make full use of this language in the classroom. Dictionaries explaining French terms (language of instruction) in Lingala (language of daily communication) are therefore sorely needed, in the form of tools conceived to help teachers and students understand better, in Lingala, concepts named in French. I have thus chosen to adopt a terminological approach, in order to build a bilingual student's dictionary through a set of domain-structured booklets. In this paper I describe the process of getting data from a wordlist extracted from the Congolese national curriculum. Based on that wordlist, I have then drawn up a questionnaire allowing me to define, illustrate and name French terms using Lingala words. The replies were based on pre-existing schoolbooks, bilingual French-Lingala dictionaries , the available corpus data, and my knowledge as native speaker and lexicographer.

Today, the eternal question of finding the meaning of life is perhaps more present than ever.
Regardless of our living situation, our material conditions of poverty or well-being, or our different
life circumstances, there is still the need to answer questions such as: Why are we here What is the
meaning of existence? What is the meaning of my life? What makes sense in what's going on around
us? These questions are deeply rooted in human nature, are very complex, and put us into reality
wider than any disease, as they have existed as long as humankind. Viktor E. The creator of
logotherapy or, as it is often called, the third Vienna school of psychotherapy, provided answers to
these and many other questions through his life and work. He came to the conclusion that we are
people in the full sense of the word only when we realize a meaningful task, or when we forget
ourselves because of love toward another, and place others in the center of our interest. In particular,
he emphasized responsibility as a formal-ethical value, which in itself is a prerequisite for all other
values, without determining their order. Looking at the upbringing of children and children's
literature in a logotherapy context, the question arises as to how and to what extent literacy can help
introduce pre-school and early school-age children into thinking about meaning and values. The
paper explores logotherapeutic elements in works of children's literature, as well as the possibilities of
mediating basic logotherapeutic concepts and values for pre-school and early school-age children. It
also presents and analyses the results of the research conducted with the students of the final semester
of the Faculty of Teacher Education, the values and literary works that transmit them, the hierarchy of
values, i.e., the selection of literary works which contain logotherapeutic elements.
Keywords: meaning, teacher's vocation, children’s literature, logotherapy, Viktor Frankl

The Colección de autores selectos, latinos y castellanos (1849) is the result of an education reform known as “Plan Pidal” and comprises five volumes that correspond to each one of the years of Secondary Education (the first three ones are destined to the subject "Latin and Spanish language", while the last two to "Rhetoric and Poetics"). In this study we analyze this anthology, organized rhetorically, in which Spanish texts are linked to Latin texts, trying to fix a canon of authors. Its creation is justified by the necessity of reforming the studies of Latin language in Spain and their authors, Alfredo Adolfo Camus and Jose Amador de los Ríos, combine the teaching of Latin and Spanish language (grammatical, literary and cultural issues), offering extensive readings in both languages.

This study aims to describe the role and importance of reading in Italian teaching, also in relation to literary and linguistic education.
The research starts from a widen meaning of «readable space» (De Certeau) and aims to describe the real conditions affecting reading activity in secondary school. The first chapter examines the secondary school programmes (I and II grade) from "Rifoma Gentile" (1923) to the latest Indicazioni Nazionali and Linee-Guida (2011-2012).
The notion of «interpretative community» (from Stanley Fish and Romano Luperini) and its suitability to describe the activity of a school class during common reading are discussed in the second chapter. This notion is then integrated with the one of «community of practice» (Etienne Wenger). The «circle of reading» (Aidan Chambers) is individuated as an useful and effective method to transform the classroom into a real «community of interpretative practice».
Third chapter tries first to define what a schoolbook is. Then, it analyzes two types of schoolbooks used for reading activities, «libri di narrativa» and literary anthologies, aiming to describe what kind of readable space is offered by their paratextual apparatus. The possibilities given by new technologies (ebook) are also examinated.
Fourth chapter suggest a widen approach to reading skills and reading literacy.
Work ends with a possible list of reading skills and good reading practices.

PROCESSOS DE CONSTRUÇÃO DA IDENTIDADE PALESTINA: UMA ANÁLISE DOS LIVROS ESCOLARES E A MOBILIZAÇÃO DE ELEMENTOS ESTATAIS NA AUSÊNCIA DE UM ESTADO E A SUA INFLUÊNCIA NA NEGOCIAÇÃO DE ACORDOS SOBRE A REGIÃO

Analisando os processos de construções de nações e estados europeus, percebe-se que estes são assumidos como modelos em nosso atual sistema, mas que não necessariamente todos os seus desdobramentos são a melhor opção para a garantia de direitos para muitos grupos identitários. Compreendendo o processo de aprendizado e formação cognitiva dos jovens através da educação, analisamos elementos da formação da identidade palestina por meio da análise do conteúdo de livros escolares utilizados em escolas para palestinos, percebendo elementos em destaque como o território, o Direito de Retorno, o não reconhecimento do direito de existir do outro, a utilização de narrativas unilaterais, o enaltecimento do self e a lógica do outro como inimigo. Por meio de uma análise que entende as ameaças como culturalmente produzidas e a linguagem como protagonista neste processo, estudamos os processos de negociações de paz e como estes seguem um modelo específico que não é capaz de perceber as consequências das mobilizações destes elementos na construção de identidades e a importância das identidades na construção de diálogos, tornando-se ineficiente na tentativa de parar a violação de direitos humanos e uma ocupação ilegal.

Die vorliegende Masterarbeit beschäftigt sich mit der Konstruktion nationaler Identität(en) in aktuellen, schwedischen Gesellschaftskundebüchern, die in der Oberstufe der Pflichtschule (grundskola) zum Einsatz kommen. Der Fokus liegt dabei auf der textlichen und visuellen Darstellung intern ‚Anderer‘, die ‚ganzheitlich schwedischen‘ (helsvensk) Personen kontrastiv gegenübergestellt und als kulturell ‚anders‘ markiert werden; es wird dargelegt, dass sie aus diesem Grund nur den Status ‚teilschwedisch‘ (delsvensk) erreichen können. Während Angehörige der nationalen Minderheiten Schwedens (nationella minoriteter) trotz ihrer kulturellen ‚Andersheit‘ als inhärenter Teil Schwedens präsentiert werden, stellen EinwanderInnen (invandrare) und Flüchtende (flyktingar) in den ausgewählten Schulbüchern eine Abweichung von der Norm dar. Schulbücher werden im Rahmen dieser qualitativen und vergleichenden Analyse als gesellschaftliche Produkte verstanden, in denen bestehende Machtverhältnisse (re)produziert werden. Durch den Rückgriff auf gängige kultur- und sozialwissenschaftliche Theorien zu den interdisziplinären Forschungsfeldern Globalisierung, Nationalismus und Kultur, geht aus der Feinanalyse repräsentativer Textstellen hervor, dass in aktuellen, schwedischen Gesellschaftskundebüchern vorwiegend ein wissenschaftlich überholter, statischer Kulturbegriff vermittelt wird. Die Implikationen über schwedische Nationalidentitäten werden abschließend mit expliziten Äußerungen über ‚das typisch Schwedische‘ verknüpft, wodurch ersichtlich wird, dass das in den Schulbüchern vermittelte Bild Schwedens und der schwedischen Bevölkerung von Progressivität und Überlegenheit gegenüber anderen Nationen geprägt ist.

Svensk sammanfattning:
Syftet med detta masterexamensarbete är att granska konstruktionen av nationell(a) identitet(er) i aktuella, svenska läroböcker som används inom ämnet samhällskunskap på grundskolans högstadium. Tyngdpunkten ligger på den textuella och visuella framställningen av interna ‘andra’ som står i motsats till ‘helsvenska’ personer. Medan personer som tillhör en av Sveriges fem nationella minoriteter presenteras som inneboende beståndsdel av den nationella gemenskapen, framgår invandrare och flyktingar som ‘delsvenskar’ som aldrig kan uppnå statusen ‘helsvensk’ på grund av sina avvikande kulturella bakgrunder. I samband med denna kvalitativa och jämförande analys uppfattas läroböcker som samhälleliga produkter som (re)producerar rådande maktstrukturer. Genom att kombinera kultur- och socialvetenskapliga teorier om globalisering, nationalism och kultur med en finanalys av representativa text- och bildexempel visades att det förmedlas en statisk – och därmed vetenskapligt föråldrad – föreställning av ‘kultur’ i de utvalda läroböckerna. Avslutningsvis förknippades implikationerna om svenskhet med explicita yttringar om ‘det typiskt svenska’ som hittades i korpusmaterialet. Det framgick att den förmedlade bilden av Sverige och ‘helsvenskar’ är präglad av progressivitet och överlägsenhet gentemot andra nationer.

Russian emigration after the 1917 revolution gave birth to a special culture of memory and a specific historical consciousness. These processes were greatly influenced by the dramatic events of the recent past (the First World War, the Revolution of 1917, the Civil War and the Exodus), which took on the character of historical trauma. The article focuses on how Russian émigré scholars tried to interpret complex issues of the Russian past and present in history textbooks. In this article, the textbooks by three historians (E. F. Shmurlo, L. M. Sukhotin and R. Yu. Wipper) are analyzed. The author of the article attempts to understand how these scholars assessed the Russian imperial past, including expansion, and how they explained the reasons for the Revolution and the collapse of statehood in 1917.

Učebnici dejepisu patrí v portfóliu odbornej historickej literatúry osobitné postavenie. Ide o dokument, ktoré je väčšinou prvým, niekedy aj jediným, relevantným zdrojom poznania, ktorý formuje historické vedomie spoločnosti. Masovosť ich používania i primárna skupina adresátov (žiaci a študenti) výrazne zasahujú do procesu tvorby učebných textov. S prihliadnutím na rôzny stupeň vývoja kognitívnych schopností žiakov a študentov je akceptovateľný zjednodušený pohľad na často komplikované procesy odohrávajúce sa v ľudskej spoločnosti v priebehu dejín, avšak problematickosť textu učebníc sa prejavuje vo chvíli, keď sa ich naratív posúva do roviny budovania stereotypov a mýtov. Prítomnosť miernejšej, či radikálnejšej indoktrinácie nie je limitovaná vekom žiakov, ale rovnako sa môže vyskytovať v učebniciach pre základné aj stredné školy, rozdielna býva zväčša len forma, ktorá prihliada na spomínaný vývoj jednotlivca.

The aim of this article is to examine how Collodi’s schoolbooks addressed the concept of mother. Collodi’s journalistic work will be a useful source to challenge the acceptance of Collodi’s schoolbooks as bourgeois “golden-books”.  The examination of Collodi’s journalistic texts contributed to re-assess Collodi’s reputation as a non-mainstream-thinker, who often criticised Italian society by using irony. The re-evaluation of Collodi encouraged a re-reading and re-interpretation of Pinocchio from an anti-bourgeois perspective.  This combined analysis with his journalistic texts will contribute to show that Collodi’s approach to the mother figure, in his schoolbooks, seems to agree with the positions expressed in his journalistic works, rather than with the predominant interpretation of mother in the second half of the Ottocento. Specifically, this article is part of a more structured research, that aims to re-discuss the alignment of the Collodi’s school texts with the governmental, bourgeois-inspired policy. Most of the scholars have in fact labelled Giannettino as a collection of books “imperniato sui valori della borghesia laica e progressista”.  However, the discrepancies between the perception of mother figures in Italian society, and what emerges from Collodi’s schoolbooks, will contribute to assess the ideological dis-alignment of Giannettino and the other schoolbooks from the official paradigms.

This article examines the function of layout in the representation of the
Palestinian–Israeli conflict in three history textbooks used in Israeli schools.
The analysis elaborates on two concepts of Kress and Van Leeuwen –
‘ideological layout’ and ‘punctuation of semiosis’. The author argues that
layout may ‘punctuate’ semiosis in two different senses: first, in the sense
of ‘bringing (conventional–official) semiosis to a temporary standstill in
textual form’; and, second, in the sense of ‘piercing a hole’ in the conventional
or official semiosis it presents, and thereby criticizing it. In both
cases, layout creates new complex signs that either support or contradict
the verbal and visual texts it presents.

Due to the concept social state, schoolbook have been distributed students free of charge since
the 2003-2004 academic year. For this reason, the state has prohibited the use of supplementary
textbooks by teachers and students in schools with legislative regulations. In this study, on the
basis of secondary school teachers’ opinions, the use of supplementary schoolbooks is
reviewed. The study is designed with qualitative phenomenology model, and the study group
includes 52 secondary school teachers working in the Sivas province. The data has been
collected with a survey developed by the researcher and they have been analyzed with the
content analysis method. According to the research findings, the majority of the participants
think that using supplementary schoolbooks in schools is a necessity, even an obligation. The
main reasons of using supplementary schoolbooks are the central exam system and the
insufficiency of free books that are given by the state.

In this paper, I aim to examine the mechanisms of irony in Carlo Collodi's textbooks for school, with specific emphasis on his 1877 Giannettino. Giannettino is the story of a not-so-extraordinarily talented ten-year-old child who is in danger of becoming an ill-mannered adult as a result of a feeble parental authority in the family. Consequently, with Giannettino's family consent, Dottor Boccadoro takes over the parental role and educates the child in a way which will engage with him in a pedagogical path made of bourgeois obligations and denials. In a similar vein to most of Collodi's literary production, irony also emerges in the books Collodi wrote for school. Specifically, in Giannettino, irony is presented in two distinct ways. Firstly, I will show how, in Giannettino 1 , the bourgeoisie and its social core, the family, are both the object and what Muecke 2 has called the victim(s) of irony. Secondly, I will observe how Collodi uses irony as a positivist pedagogical tool in order to create a selected community of good readers.

The aim of this research is to locate Romania in the larger landscape of the Europeanization process by assessing educational reform in general with a particular focus on history textbook writing since the communist period. It focuses on the extent to which the educational systems have synchronized with the European direction towards multiculturalism and de-nationalizing trends, and on the Romanian history curriculum and textbook changes after the fall of communism, which have still not reached the formally acknowledged and desired standards. In order to sustain this argument, I empirically delineate the differences between the social construction of identity in national history textbooks in the communist and the post-communist periods by analyzing the content of two high-school history textbooks from a diachronic comparative perspective. The main empirical focus of the content analysis is the implicit and explicit construction of nationhood, which is identified by scrutinizing events, actors and causal attributions within the national narrative presentation. The findings reveal important changes in the formal regulations and application of educational reform in history textbooks, but nevertheless point to implementation difficulties pertaining to deeper national- value and attitudinal features that continue to permeate text production. By finding that history textbooks still fail to accommodate the ‘European’ trend at the level of the national historical narrative, policy makers in education could acknowledge and implement a more thorough harmonization between educational, curricular and textbook reform in contemporary, new EU-member, Romania.

This article reviews a research of the Israeli general history curricula and textbooks since the establishment of the state in 1948 until the present day. By analyzing the way in which Germany is presented in various contexts, the findings of the study indicate that, while the textbooks reflect a shift from an early censorious attitude to a factual approach, the curriculum continues to present national Jewish Zionism as the metanarrative. In this context, Germany is framed as a victimizer.

Since the beginning of the 2006-2007 school year, French and German pupils and teachers have had at their disposal a tool with identical content, the Franco-German history textbook. This work is the result of a novel project, the roots of which can be traced back to the 1930s. Born out of a wish formulated by the Franco-German Youth Parliament held in January 2003 in Berlin to commemorate the 40th anniversary of the Elysée Treaty, it represents the new flagship of the Franco-German model of reconciliation and symbolizes the close academic cooperation between historians of both countries. A novel enterprise on an intellectual level, this Franco-German history textbook provides teachers with the opportunity to transmit to their pupils a trans-national, non-national, hybrid history.

From their earliest existence cheap printed texts were intended to be read by a mixed-age audience, young people included. Research on children’s literature has flourished in the last decades, nonetheless the role that cheap and ephemeral print played in early modern children’s lives has been largely overlooked.

Based on both existing literature and new research in various European areas, this article asks how, where, and when a market for a distinctively children’s cheap print took shape and how transnational this phenomenon was. It demonstrates that children were avid consumers of cheap print even before they were openly addressed to in titlepages and paratexts, and that a market for them developed at different paces in early modern European countries. In some areas, books for children were produced even before the so-called birth of modern children’s literature. Furthermore, this essays shows how the evolution of printing techniques and especially the introduction of colour changed this market, making a wider range of printed products more widely affordable by juvenile audiences as well as more appealing to young eyes.

L’objectif de notre thèse de doctorat est d’analyser les commissions d’historiens dans les processus de rapprochement en Pologne. Il s’agit de montrer que le fonctionnement de celles-ci dépend de trois variables principales : le contexte, le mandat et les acteurs. Cette recherche se base sur deux cas d’étude : la commission polono-allemande portant sur les manuels scolaires, créée en 1972 et le groupe polono-russe sur les questions difficiles, établi en 2002 et réactivé en 2008.
Notre thèse de doctorat se base sur deux sources principales. Premièrement, nous avons mené une série d’entretiens avec des membres et experts participants à ces commissions et/ou aux processus de rapprochement évoqués. Deuxièmement, les recherches dans les archives se sont avérées essentielles pour comprendre les procédures, les liens politiques et le fonctionnement des commissions. A ce corpus principal s’ajoutent des sources complémentaires. Nous avons mené deux observations participantes dans le cadre de la commission polono-allemande. Nous avons également analysé une série de discours politiques, les sondages polonais sur le rapport au pays voisin et la presse. Le corpus est asymétrique concernant nos deux cas d’étude : d’un côté, la commission polono-allemande existe depuis 45 ans et nous a ouvert ses portes et ses archives. De l’autre, le groupe polono-russe est recréé en 2008, mais ne se réunit plus depuis 2013. Ses archives sont trop récentes pour que nous y ayons accès.
La littérature est abondante sur les études de la mémoire, ses usages et ses abus. La mémoire est souvent évoquée dans les relations politiques entre deux pays. Les points de vue de part et d’autre divergent, voire s’opposent. Les historiens cherchent alors, selon Ricœur, un récit qui peut favoriser le rapprochement. Ce récit compatible s’ajoute à une posture d’écoute, dans un souci d’éthique reconstructive, pour reprendre la formule de Jean-Marc Ferry. Ce dialogue sur l’histoire correspond tout à fait à ce qui est demandé aux commissions d’historiens. Celles-ci, par la coopération bilatérale qu’elles mettent en place, ouvrent la voie à la réconciliation. Le terme est toutefois dénoncé par une partie des acteurs, au point d’être qualifié de « kitsch » par certains, en raison de la banalisation du mot.
Dès lors, pourquoi ces commissions ont-elles été créées ? Comment fonctionnent-elles et pourquoi continuent-elles de fonctionner ? Nous formons les hypothèses que, premièrement, ces commissions ont été créées dans un objectif de rapprochement, voire de réconciliation. Deuxièmement, leur fonctionnement — et sa prolongation — dépend de trois variables : le contexte, les mandats, les acteurs.
Notre thèse s’articule en cinq points. Les trois premières parties portent sur chacune des trois variables évoquées. Le contexte est primordial. Les commissions sont souvent créées au moment d’une détente entre les deux pays. Le timing est important. Lorsque les relations politiques se tendent, les relations au sein des commissions deviennent difficiles et leurs travaux sont souvent gelés ou arrêtés. Cependant, la commission polono-allemande, du haut de ses quatre décennies de coopération, semble résister aux aléas politiques. Les mandats définissent à la fois l’autonomie vis-à-vis du politique et les objectifs à atteindre. L’expertise et le parcours personnel des acteurs justifient leur degré d’engagement dans ces commissions. La présence d’acteurs engagés dans le rapprochement favorise la recherche de compromis et même parfois la formation d’amitiés solides par-delà les frontières. La quatrième partie porte sur les sphères d’influence de ces commissions et les débats qu’elles engendrent : politique et religion, débats publics, débats scientifiques. La dernière partie se concentre sur les productions et projets de ces commissions : l’ouvrage commun ou les centres de dialogue du côté polono-russe, le manuel commun d’histoire du côté polono-allemand.

– Lecture at "Staatsbibliothek zu Berlin", Werkstattgespräch –
Schulbücher sind ein bevorzugter Schlüssel zum Verständnis des Bildes, das eine Gesellschaft von sich selbst und von ihrer eigenen Geschichte vermitteln will. Insbesondere in der Vergangenheit war die Erziehungsliteratur das wesentliche Medium der Wertevermittlung, sowie der Identitätsfestigung.
Im Rahmen des interdisziplinären in Deutschland und Pennsylvania durchgeführten Forschungsprojekts „Heimat-Transfer“, wird die Darstellung des neuen Kontinents, der Amerikaner und der deutsch-amerikanischen Beziehungen in den zwischen 1815 und 1930 in Preußen verfassten Schulbüchern vergleichend untersucht, mit besonderer Rücksicht auf die deutsche Einwanderung in die Vereinigten Staaten. Zudem werden die Amerika- und Deutschlandbilder, die in zeitgleichen deutsch-amerikanischen Schulbüchern Pennsylvanias vorhanden sind, berücksichtigt.
Erkennen will die Forschung einerseits die Werte, die den Konzepten „deutsch“/„Deutschland”, „amerikanisch“/„Amerika“ und „deutsch-amerikanisch“ unterliegen, indem zugleich die wechselseitigen Verhältnisse erkundet und chronologisch geordnet werden. Andererseits setzt sich die Untersuchung das Ziel, die verschiedenen Beschreibungs- und Vermittlungsarten der erhobenen Werte auszuloten, um zu verstehen, wie sich der Diskurs „Deutscher bzw. Deutschamerikaner zu sein“ in der Schulliteratur widerspiegelt und ändert. Beleuchtet werden auf dieser Weise die Dynamiken der Identitätskonstruktion sowie die generationenübergreifende Übertragung soziokultureller Werte in Deutschland und in den deutsch-amerikanischen Gemeinden im Verhältnis zu derer historischen Entwicklung. Einblicke können auch in die Anpassungsmechanismen und die Interaktionsräume zwischen deutscher und amerikanischer Kultur gewonnen werden.
Anhand von ausgewählten Beispielen aus den Sammlungen der Staatsbibliothek zu Berlin und der Horner Memorial Library of Philadelphia werden Selbst- und Fremdbilder in preußischen und deutsch-amerikanischen Geschichte- und Erdkunde-Schulbüchern, Reimsammlungen und Lehrbüchern aufgezeigt und gegenübergestellt.

Dieser Beitrag geht der Frage nach, ob und inwieweit interreligiöse Kompetenzen im IRU in Österreich gefördert werden. Hierzu werden die 2011 überarbeiteten Lehrpläne und die 2013 erschienen Religionsbücher "Islamstunde" in Kürze analysiert, um die Vermittlung von interreligiöser Kompetenz sowie den Stellenwert und die Umsetzung solch einer Vermittlung darzustellen. Ferner wird die Thematisierung und Vermittlung von interreligiöser Kompetenz in der muslimischen LehrerInnenausbildung betrachtet.