In this annual meeting, the “International Society for Historic and Systematic Research on School-Books” resumes the topics of the last conferences “Didactic Innovations in School-Books” (cp. Matthes / Heinze 2003) and “Cultural Integration by Means of School-Books? Coming to Terms with the Strange” (conference book in progress). Considering the conditions mentioned above, discussions will focus on the mutual influences of curricula, school-books and teaching practice. The leading questions of the conference will be, among others:
To what kind of influences is the production of schoolbooks exposed? Which social discourses are reflected in the subjects of schoolbook? (cp. Höhne 2003). To which knowledge conforms the knowledge of schoolbooks? (cp. ibd.). Do school-books contribute to a canonisation of knowledge? How do school-books learn? (cp. Oelkers 2001). How does the learning process of school-books organize itself? To what extent do school-books influence the internal structure of teaching? Which didactic and methodical premises are they due to? To which purposes are new school-books introduced (controlling and steering function)? How can the effects of school-books be explored in practice? The contributions to the conference shall consider methodological as well as theoretical aspects of research on school-books.