On Racism without Race: The Need to Diversify Germanistik and the German Academy

Layne, Priscilla

doi:10.14361/9783839441039-011

Cited by 3 publications

(2 citation statements)

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“…I aimed to select texts that thematized social inequity and to highlight authors from underrepresented groups in the Germanophone canon, among them women and People of Color. As Layne (2019) has written, “Decolonizing the German canon does not mean erasing all of the dead white men from the syllabus. … But in every course I teach, … I ask myself, ‘What texts by women and People of Color can I include?‘” (pp.…”

Section: Decentering the Canon On The Course Levelmentioning

confidence: 99%

“…According to Brinker‐Gabler (1998), while opening the canon to diverse traditions parallel to national and hegemonic ones can draw much‐needed attention to marginal texts, it can also lead to the formation of isolated, internally homogenous counter‐canons. Expressed in practical terms, the typical approach to diversifying a German curriculum – for example, planning a unit, lesson, or course on multiculturalism – may create a “literary ‘ghetto’ for authors of Color” (Layne, 2019, p. 226), marginalizing them. Meaningful change, Brinker‐Gabler insists, can only arise from “Konfrontation mit dem Kanonisierten” and “Berücksichtigung der Interdependenz zwischen Kanonisiertem und Nichtkanonisiertem” (Brinker‐Gabler, 1998, p. 94).…”

Section: Decentering the Canon On The Course Levelmentioning

confidence: 99%

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What Good is the Canon for a Diversified and Decolonized Curriculum?

Cooper

2020

Die Unterrichtspraxis

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In the interest of fostering a socially critical and inclusive German Studies, this article urges instructors to pursue curricular reforms to diversify and decolonize German curricula at colleges and universities. While the literary canon's centrality to the German major has tended to leave monolithic impressions of "Germany" and "Germanness" on students, and thus presents an obstacle to such efforts, the canon's function might be reconceived so that the "good" it has to offer can serve different pedagogical ends. Using a German program at a liberal arts college as an example, this article presents strategies-from departmental and course learning goals to curricular structure and course design-for how to decenter the canon in the German curriculum in order to foreground social justice concerns and facilitate encounters with diverse perspectives.

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Section: Decentering the Canon On The Course Levelmentioning

confidence: 99%