Erinnerung – Bildung – Raum: Erinnerungsorte als Lernimpulse für einen politisch bildenden GW-Unterricht

Abstract

Wer oder welche Ereignisse im öffentlichen Raum erinnert werden und damit Eingang in das kollektive Gedächtnis einer Gesellschaft finden ist das Ergebnis gesellschaftlicher Aushandlungsprozesse und damit Ausdruck (un)gleicher Machtverhältnisse. In diesem Beitrag wird argumentiert, dass durch die Auseinandersetzung mit der erinnerungskulturellen Ausgestaltung des öffentlichen Raumes zentrale Bildungsanliegen des Unterrichtsfaches Geographie und Wirtschaftskunde angesprochen werden können. Vor dem Hintergrund einer fachwissenschaftlichen Einordnung werden didaktische Anknüpfungspunkte diskutiert und Ideen für die unterrichtspraktische Umsetzung skizziert. Die Diskussion zeigt, dass sich die Beschäftigung mit Erinnerungsorten vor allem dazu eignet, Fragen gesellschaftlicher Inklusion und Exklusion im Unterricht zu thematisieren. Memory and Space: Discussing Places of Remembrance in Geography EducationWho and whose histories are visibly remembered in public space -which are therewith part of the collective memory of a society -is a matter of societal negotiation and, therefore, a display of power relations. Toponymic inscriptions, monuments or commemorative plaques are part of a cityscape. They are, however, not only landmarks in the city; they can also be analyzed and interpreted as products of hegemonic norms and values of a given time and place. In the following, it will be argued that places of remembrance can be harnessed to address core educational concerns in geography education and that they are particularly appropriate to discuss processes of social inclusion and exclusion with pupils.

Writing Place History, Living Place History: Dimensions of Student Learning in a Geomedia-based Holocaust Education Environment

“…We suggest that a geomedia-based approach to the Holocaust is more relevant than other action-oriented learning environments. One of our key areas of interest are the feelings of secondary-school students as they carry out projects that confront them with sites of the Holocaust, as these feelings may both enhance as well as hinder learning (see Hintermann, 2020). The level of emotionalization, however, is closely related to the appropriation of space, because of how students construct space through their own experiences (Tuan, 1977).…”

“…Whereas the hologram approach does not necessarily link into the idea of place-based learning, the other initiatives do. Places of remembrance, however, need to be experienced through all the senses, not audiovisual encounters alone (Hintermann, 2020). The individual exploring a specific place needs to be able to change the angle of view, to smell and feel, to link different aspects of the surroundings which are not available online in order to critically analyse its history.…”