Browsing by Author "Krannich, Hans-Martin"

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    Umkampfte Begriffe in staatlichen Integrationskursen : zum Umgang mit migrationsgeschichtlichen »Erinnerungs(w)orten« in Lehrwerken fur Orientierungskurse
    (Stellenbosch : Stellenbosch University, 2019-12) Krannich, Hans-Martin; Riedner, Renate Ursula; Altmayer, Claus; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Modern Foreign Languages.
    ENGLISH ABSTRACT: The work analyses migration-historical representations on the subject of »guest workers« or labour migration respectively, in textbooks for public orientation courses with regard to their function in the construction and staging of Germany as an »immigrant country«. The departure point is the discourse-analytical research perspective, which is gaining importance within the context of textbook research in the cultural research section of German as a foreign and second language. Piere Nora’s concept of »places of remembrance«, as well as Jan and Aleida Assmann’s considerations on »cultural memory«, and the concept of migration pedagogy are essential (discourse) theoretical foundations of this work. These approaches are also reflected in different ways in current concepts of cultural research in the field of German as a foreign and second language; especially in the Deutungsmuster-approach and the concept of Didaktik der Literarizität, from which this work also takes theoretical and methodological inspirations. The method used for the investigation of migration history contents of textbooks in the mode of »places of remembrance« or »words of remembrance« (»Erinnerungsworte« Dobstadt 2015) is the thematic discourse analysis, a procedure for the qualitative content analysis of textbooks and school books. Consequently, the migration history contents of the textbooks are not regarded as 'neutral' or objective historical facts and truths. The aim is rather to work out their integration into the broader migration and immigration discourse and associated power structures, beyond the textbooks as such. The analysis shows that both the textbooks and the manuals for teachers attempt to present an image of a culturally diverse society shaped by (labour) migration. However, it becomes apparent that as possible co-constructors of a "collective identity" the corresponding immigrants are largely excluded from the »cultural memory« of the staged immigration society. Instead, the analyzed textbooks reproduce the image of the »guest workers« as »cultural foreigners« and codify their non-belonging to the supposedly autochthonous, culturally 'homogeneous' majority population. This does not only contradict the supposed aim of the textbooks to draw a picture of an open and diverse society, shaped by migration and immigration. It shows the general contradictions as well, that are inherent in »places of remembrance« and the migration discourse. And it also makes apparent the power structures connected to the discourse. Because most of the contradictory statements regarding the (non)belonging of (historical) immigrants to the »country of immigration« Germany remain implicit or are ignored within the textbook discourse, the corresponding content often leads to confusion rather than 'orientation', which is not picked up or resolved through corresponding exercises or contextualization.