Announced but Not Enacted: Anti-Racist German Studies as Process

Bryant, Andrea Dawn; Neuman, Nichole; Gramling, David; Malakaj, Ervin

doi:10.1093/applin/amz057

Cited by 6 publications

(5 citation statements)

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“…If German programs in the United States want to remain relevant, they must reconsider how they represent themselves and how self‐representations may relate to perceptions held by others (Bryant et al, 2021). As shown in this article, the exploration of stereotypes about German instructors, according to novice learners, can contribute to a better understanding of these perceptions.…”

Section: Discussionmentioning

confidence: 99%

“…Despite efforts by researchers to contest the idealization of NSs (Cook, 2016;Leonard, 2019), the NS ideal has persisted in the minds of educators and students (Chavez, 2020a). In German Studies, authentic native voices are often associated with white personae, primarily from Germany (Bryant et al, 2021;Criser & Knott, 2019;Gallagher & Zenker, 2020;Ilett, 2009). The understanding of language communities as a population whose inhabitants are exclusively white NSs excludes local groups -language learners and teachers -from group membership.…”

Section: Desires and Difficulties Of Belongingmentioning

confidence: 99%

“…Although not among the most prevalent categories, descriptions of teachers' appearance -as "blond" people wearing "Lederhosen" -hint at the racialized nature of students' stereotypes, reflecting scholarship on authentic German-speaking voices as white personae (Bryant et al, 2021;Criser & Knott, 2019;Gallagher & Zenker, 2020;Ilett, 2009). The following section analyzes the most common categories further by comparing responses pertaining to NS and NNS teachers.…”

Section: Learners' Knowledge Of Stereotypes About Teachersmentioning

confidence: 99%

“…A look at how language programs often advertise the study of German or how collegiate students imagine German native speakers (NSs), their language, and cultural practices shows that stereotypical notions about all things German are more dominant than one might presume (Bryant et al, 2021;Chavez, 2020aChavez, , 2020bCriser & Knott, 2019). Little is known, however, about the stereotypes linked to members of learners' immediate second language (L2) community -the German classroom.…”

mentioning

confidence: 99%

“…151‐152). One fundamental step toward that goal is to reflect on whose voices and perspectives have been represented and imagined by educators and students of German (Bryant et al, 2021).…”

mentioning

confidence: 99%

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“Analytical,” “Angry,” and “(Too) Honest”?! Learners' Stereotypes about Teachers of German

Rothe

2022

Die Unterrichtspraxis

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This study investigated stereotypes about teachers of German that 67 novice learners of German at a U.S. university had reportedly encountered. Consequently, the investigation explored the perceived accuracy of clichés associated with native‐speaker and non‐native‐speaker instructors. Students' stereotypical notions were sorted into categories using principles of grounded theory. Statistical analyses showed that respondents were able to list various stereotypes about instructors of German. Responses also reflected societal narratives concerning native‐speaker and non‐native‐speaker teachers' strengths and shortcomings. Last, and of importance to the future of German Studies, participants considered more favorable stereotypes about teachers as more accurate and less‐favorable clichés as more inaccurate. The study discusses implications for teaching, program advertisement, and research on how learners' imagined construct of the language classroom community may benefit the study of German.

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Section: Discussionmentioning

confidence: 99%

Section: Desires and Difficulties Of Belongingmentioning

confidence: 99%

Section: Learners' Knowledge Of Stereotypes About Teachersmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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“Analytical,” “Angry,” and “(Too) Honest”?! Learners' Stereotypes about Teachers of German

Rothe

2022

Die Unterrichtspraxis

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The Call Is Coming from Inside the House: Researching Race After Yugoslavia in ‘Post-post-Racial’ Times

Baker

2021

Societies and Political Orders in Transition

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This chapter sets efforts to research race in the (post-)Yugoslav region in the context of what Kimberlé Crenshaw has termed today's 'post-post-racial' times, in which progressives who might have believed that global society was on an inevitable course towards overcoming racism have now had to confront its open resurgence. From the perspectives of Crenshaw and other critical race scholars whose work has opened up new possibilities to understand south-east Europe within the global politics of race, however, the persistence of structural racism as a historical legacy of colonialism and the enslavement of Africans means that the 'post-racial' moment was already an illusion. Movements to 'decolonise the university' and its knowledge production, which have significantly influenced my own working environment as a white anglophone scholar of south-east Europe in the UK, share this structural perspective. The chapter explains the significance of these movements, and struggles in related disciplines to confront sympathies with white supremacism, for researching race after Yugoslavia in a moment where Islamophobic narratives justifying violence against Muslims in the region have become points of identification for the far right worldwide.When young men bearing lit torches and medieval symbols to assert an imagined heritage of white European descent have marched through a US university town, the UK government has fulfilled 1970s repatriation fantasies by deporting more than 150 members of the symbolic 'Windrush Generation' of black Britons to the Caribbean, and violent pushbacks by Croatian border police have trapped thousands of black and Asian migrants in underequipped refugee camps in Bosnia-Herzegovina (BiH), no-one can sustain the fallacy we still live in what were once called 'postracial' times (Goldberg 2015). This comforting fantasy that global society had learned from history to overcome the racism of the past was encapsulated, during the 1990s and 2000s, in cathartic moments such as post-apartheid South Africa's transformation into the Rainbow Nation (Evans 2010), the election of Barack Obama in 2008 as the first black US president (Bonilla-Silva 2015), the racial diversity of 'Team GB's' athletics gold medallists at the London 2012 Olympic Games (Winter 2013), and perhaps even the Brazilian-born Eduardo da Silva starting to represent the Croatian national men's football team. Their iconic status belied the structures of racist oppression that continued to operate beneath their euphoric atmospheres.The rhetorical construction of a 'post-racial' society, exemplified in the then Croatian president Ivo Sanader's appeal that '[w]e are living in a century in which tolerance should be cultivated' when he condemned Croatian fans' racist chants against Eduardo and other Brazilian and Cameroonian players in 2006 (FARE 2006

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Making a stance: social action for language and intercultural communication research

Hua

2020

Language and Intercultural Communication

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Announced but Not Enacted: Anti-Racist German Studies as Process

Cited by 6 publications

References 10 publications

“Analytical,” “Angry,” and “(Too) Honest”?! Learners' Stereotypes about Teachers of German

“Analytical,” “Angry,” and “(Too) Honest”?! Learners' Stereotypes about Teachers of German

The Call Is Coming from Inside the House: Researching Race After Yugoslavia in ‘Post-post-Racial’ Times

Making a stance: social action for language and intercultural communication research

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