abilities, which include identifying aspects of continuity and change, causes, and consequences. Learning about multiperspectivity is an important aim of Dutch history education; pupils are expected to ascertain the positionality of historical actors and the
Marc Kropman, Carla van Boxtel, and Jannet van Drie
Making Object Biographies
Margareta von Oswald and Verena Rodatus
introduce “multiperspectivity” into the museum, transforming it into a “contact zone” ( Clifford 1997 ). This was not a new idea. Since the 1990s, museum authority has been challenged by those represented in the museum or by those who identified with the
Is Multiperspectivity an Adequate Response?
This article raises the question of how German textbooks should deal with issues of migration as one of the main challenges in a globalizing age. In order to prepare the ground for a well-founded answer it follows a twofold agenda. In a rst step, previous attempts at analyzing textbook representations of migration are critically scrutinized and read against the background of current debates on methodological approaches to textbook research. In a second step, anthropological research on the structure of public German discourses on migration is cited as a key to developing a truly multiperspectival mode of representing it. Ultimately, the article demonstrates that education alone cannot be given the responsibility of clarifying questions that politics have failed to articulate and that pupils must be taught to participate competently in the discourse on migration policy. They should be familiarized with the various positions advocated in the political sphere, and simultaneously equipped with the necessary tools for critical re ection.
*Full text is in German
National Socialism in German, Austrian and English Secondary School Textbooks (1980–2017)
This article analyzes a selection of German, Austrian and English textbooks dealing with National Socialism. By adopting Waltraud Schreiber’s methodology of categorial textbook analysis, the article presents the surface structure and building blocks as a basis for further analysis. The occurrence (or absence) of the pedagogical historical principle of multiperspectivity is examined with reference to the example of sections concerning “Youth in National Socialism.” Subsequently, the study explores the role of multiperspectivity in the construction of critical historical consciousness. This is followed by a deconstruction of the image of women presented in the textbooks, with particular emphasis on simplifications.
Die Analyse von Schulbüchern aus Deutschland, Österreich und England zum Themenbereich Nationalsozialismus stehen im Zentrum dieses Artikels. Als Methodologie wird die kategoriale Schulbuchanalyse nach Waltraud Schreiber angewandt. Die Erarbeitung der Oberflächenstruktur und der Bausteine werden als Grundlage für weitere Analyseschritte präsentiert. Das (Nicht-) Vorkommen des bedeutenden geschichtsdidaktischen Prinzips der Multiperspektivität wird am Beispiel des Abschnittes „Jugend im Nationalsozialismus“ beschrieben. Multiperspektivität und deren Bedeutung für den Aufbau eines kritischen Geschichtsbewusstseins wird in einem weiteren Schritt hervorgehoben. Abschließend wird das in den Schulbüchern präsentierte Frauenbild dekonstruiert und auf die problematischen Vereinfachungen hingewiesen.
Bridges from Ethnography to Art
In an interdisciplinary workshop in the former Iron Curtain borderlands of the Czech Republic and Bavaria seven multi-national artists and one European ethnologist revealed the cultural dynamics of boundaries both by exploring an expressive landscape and memory field, and by experiencing cultural difference as reflected in the co-operation and creation processes within the group. By using ethnographic approaches to assist the process of developing and conceptualising artworks and self-reflexive, ethno-psychoanalytic interpretation, the project followed the impact of twentieth-century border frictions and violence into collective identities, but also the arbitrary character of borders. The results suggest how a multi-perspective, subjectively informed methodology of approaching space and spatially expressed memory could be developed both for ethnology and for art, bridging the supposed gap between 'artistic' and 'scientific' methods by combining their strengths in a complementary way.
Empirical, Historical, Cross-Cultural, and Cross-Species Considerations
Social response to age‐gap sex involving minors has become increasingly severe. In the US, non‐coercive acts that might have been punished with probation 30 years ago often lead to decades in prison today. Punishment also increasingly includes civil commitment up to life, as well as scarlet‐letter‐like public registries and onerous residence restrictions for released offenders. Advocates and the general public approve, believing that age‐gap sex with minors is uniquely injurious, pathological, and criminal. Critics argue that public opinion and policy have been shaped by moral panic, consisting of unfounded assumptions and invalid science being uncritically promoted by ideology, media sensationalism, and political pandering. This talk critically examines the basic assumptions and does so using a multi‐perspective approach (empirical, historical, cross‐cultural, cross‐species) to overcome the biases inherent in traditional clinical‐forensic reports. Non‐clinical empirical reviews of age‐gap sex involving minors show claims of intense, pervasive injuriousness to be highly exaggerated. Historical and cross‐cultural reviews show that adult‐adolescent sexual relations have been common and frequently socially integrated in other times and places, indicating that present‐day Western conceptualizations are socially constructed to reflect current social and economic arrangements rather than expressions of a priori truths. Analogous relations in primates are commonplace, non‐pathological, and not infrequently functional, contradicting implicit assumptions of a biologically‐based “trauma response” in humans. It is concluded that, though age‐gap sex involving minors is a significant mismatch for contemporary culture—and this talk therefore does not endorse it—attitudes and social policy concerning it have been driven by an upward‐spiraling moral panic, which itself is immoral in its excessive adverse consequences for individuals and society.
Margins of Representation When Incorporating Medieval Sources into a German Digital History Textbook
information necessary for classical source interpretation. 23 According to Bunnenberg and Bernhard, digital textbooks allow alternative sources to be juxtaposed with relevant perspectives, 24 thereby enabling the principle of multi-perspectivity as a “key
The Humboldt Forum and the Myths of Innocence
collaboration with “source communities” and the principle of “multi-perspectivity.” 20 The Forum's elevation of “multi-perspectivity” and “diversity of voices” to guiding principles turns them into convenient all-purpose terms that allow a superficial
“Horizons Qualification Phase” ( Horizonte Qualifikationsphase ) on the land reform in the Soviet occupation zone, which claims to “capture perspectives,” that is, to convey multi-perspectivity via three source texts entitled “From the Perspective of Those
National Museums of Berlin. The Humboldt Forum considers itself less as a site of unilateral knowledge production and more as a “contact zone,” as described by James Clifford (1997) . It aims to stand for multiperspectivity, and collaboration is supposed