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The German Colonies in Die Weltgeschichte als Kolonialgeschichte

The Use of Filmic Techniques in Colonial Revisionism in the 1920s

Michael Annegarn-Gläß

Translator : Katherine Ebisch-Burton

media was film. In Germany documentary film of the 1920s and 1930s has received some critical attention, 1 and researchers in the United States in particular (Charles Acland, Devin Orgeron and Alexander Geoff) 2 have elucidated different aspects of

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Spatial Relations and the Struggle for Space

Friedrich Ratzel’s Impact on German Education from the Wilhelmine Empire to the Third Reich

Troy Paddock

The second volume of the school textbook Präparationen für den geographischen Unterricht an Volksschulen (Preparation for geographical instruction in primary schools, 1912), called Das deutsche Vaterland (The German fatherland), opens with an

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“Who Wants to Be Sad Over and Over Again?”

Emotion Ideologies in Contemporary German Education about the Holocaust

Lisa Jenny Krieg

Based on an ethnographic field study in Cologne, this article discusses the connection between memory practices and emotion ideologies in Holocaust education, using Sara Ahmed’s concept of affective economies. Moral goals, political demands, and educators’ care for their students lead to tensions in the education process. Two case studies illustrate how educators and learners express different, often contradictory concepts of emotion. In these studies, emotions are selectively opposed to rationality. In some contexts, emotions are considered inferior to facts and obstacles to the learning process; in others, they are superior to facts because they can communicate moral messages reliably.

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War Memories and Online Encyclopedias

Framing 30 June 1941 in Wikipedia

Mykola Makhortykh

affects collective memories and teaching practices in post-Soviet space, this article explores how one episode of the Second World War—the capture of the Ukrainian city of Lviv by the Germans in 1941—is framed via Wikipedia. Not only does this event, which

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Challenging Substantive Knowledge in Educational Media

A Case Study of German History Textbooks

Lucas Frederik Garske

implementation is theoretically necessary if textbook design is to follow the notion of historical thinking. 13 Then, I compare the results of my investigation to the structure of currently approved German history textbooks and demonstrate how their design

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Ad Fontes Digitales!?

Margins of Representation When Incorporating Medieval Sources into a German Digital History Textbook

Andreas Willershausen

humanist Ulrich von Hutten (1488–1523) 2 described the education of the nobility in sixteenth-century Germany. This extract is part of Chapter 12.3, “Rise Through Education,” in Germany's first digital textbook, mBook: History for the Future (hereafter

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Introduction

Remembering the Second World War in Post-Soviet Educational Media

Barbara Christophe

–Ribbentrop Pact in 2019, the seventy-fifth anniversary of the Second World War victory in 2020, and the eightieth anniversary of the German invasion of the USSR in 2021. Moreover, they investigate the commemoration of historical events which clearly gained in

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Memory Makers of the Great Patriotic War

Curator Agency and Visitor Participation in Soviet War Museums during Stalinism

Anne E. Hasselmann

books highlight the contrast between the experienced curators of the Red Army Museum in Moscow and the young survivors of the German occupation in Minsk who had been tasked overnight with creating a partisan museum. Moscow muzeishchiki , specialists in

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Raymond Nkwenti Fru and Johan Wassermann

European nations marked the official beginning of German colonial rule in Cameroon. This was also the beginning of Cameroon as a geopolitical construction under colonial administration, which served to absorb the numerous tribes living in the region. This

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(De)Colonizing Pictures?

German Television and Colonialism

Wolfgang Struck

Over the last decade, an increasing number of documentaries and fictional films broadcast on German television has established an image of German colonialism that claims to be informed by postcolonial criticism but, as I argue in this article, often resembles the image created by colonialism itself. Das Weltreich der Deutschen (The Global German Empire, 2010), a documentation produced by Guido Knopp, serves as an example for the close connection between practices of representation and colonial fantasies, and demonstrates how the combination of entertainment and education obscures the fact that colonialism has been not only a practice of political domination and economical exploitation, but also a practice of representation.