Myths in German-Language History Textbooks

Even in the 21st century, history textbooks are full of historical myths. This volume draws on cultural studies and history didactics to illuminate some of the myths contained in textbooks from Germany, Austria and Switzerland. Europe was saved at Marathon, Tours and Poitiers; Hermann the Cheruscan was proto-Germanic; people in the Middle Ages believed the earth was flat; Switzerland did not collaborate with the National Socialists in any way; Hitler as the Führer and the Élysée Treaty as the foundation of Franco-German friendship these are just a few of the myths that continue to shape our historical consciousness and our history textbooks. But why do myths still appear in textbooks at all? As narratives, they offer orientation and help us interpret the world today, serving as sources of identification and meaning. They are stories that we hold dear. The contributions by German, Austrian and Swiss authors delve into the forms of European and national myths in German-language textbooks, as well as their functions for historical consciousness in society. The beauty of myths is just as central here as the question of their political utility: their mobilising, motivating and orientating force, the power of myths. In international discussions on history education, myths have always proved something of a blind spot and this is reflected in the fact that there is no detailed definition of the term historical myth. This edited volume comprehensively reflects on the concept of myths and puts forward a definition for the term myth informed by history didactics; a definition that stays true to its cultural studies foundations and expands beyond simply construing myths as untrue narratives. This English- language volume will introduce this definition of myths, which originated in German- language discourse, to an international readership for the first time, providing a potential trigger for international and interdisciplinary research projects into myths. In addition it will explore how addressing myths can offer possibilities for the development of a reflected historical awareness in the classroom, whereby the subject of myths in history teaching can be comprehensively addressed for the first time and processed from many different perspectives within the international academic community.

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