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perspectives or to explain honestly the ones they had, to consider dif ferent options, and even to formulate civic action to change public policy. I was determined to share with my students Freire’s challenge: The oppressor is in solidarity with the oppressed only when he stops regarding the oppressed as an abstract category and sees them as persons who have been unjustly dealt with, deprived of their voice, cheated in the sale of their labor. (Freire) In the following, I describe the course as I taught it in the fall semester of 2008. The six women and ten men who

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disobedience (Nushuz) is used for both the male and the female, although the relevant verse in the Qur’an pertaining to disrup- tion of marital harmony typically talks about the husband punishing the wife as a means for resolving such disharmony: “… since the Qur’an uses nushuz for both the male and the female, it cannot mean ‘disobedience to the husband’” (75). Language is imbedded in complex systems, a fact that is often ignored, distorted, or suppressed by “traditional” notions of learning and knowl- edge, as Wadud has shown. The Brazilian educator Paulo Freire’s

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the Oppressed’ and Paulo Freire’s critical pedagogy with Afro-diasporic practices as a way to advance its goals of improvisation, collaboration and empowerment – goals that were essential to helping participants process and counteract their experiences of racism. Drawing on oral interviews with the project’s organizers, as well as the project’s Dokubroschüre, this chapter explores the YoungStars’ contributions to anti-racist activ- ism in contemporary Germany. I contend that the YoungStars created a safe space where participants were validated and recognized in

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Selected Works of Jane E. Evans. 2005. Web. 5 May 2012. Fallowell, Duncan. Makers of Nineteenth Century Culture. London: Routledge and Kegan Paul, 1982. Print. Fanon, Frantz. Black Skins, White Masks. London: Pluto Press, 1986. Print. “Female ‘Circumcision’.” Web. 16 Apr. 2012. Fichte, Johann Gottlieb. Sämmtliche Werke. III. 8 vols. Berlin: Veit und Comp, 1845. Web. 30 Apr. 2012. Fosgood. “History Of Masturbation – The Feronia Project.” Web. 8 May 2012. Freire, Paulo. “Philosophy of Education – Chapter 1: Pedagogy of the Oppressed.” Web. 8 May 2012. Freud, Sigmund

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44, 53, 93, 107, 144; see also dias- pora; homelessness; nomadism Fallowell, Duncan 57, 65, 107 Fanon, Frantz 7, 12, 13, 83–85 Fernea, Elizabeth 162 Fichte, Johann Gottlieb 23, 25 Freire, Paulo 178–179, 183 Freud, Sigmund 176 Frevert, Ute 163 fundamentalism 14; see also white fundamentalism Gastarbeiter 56, 83, 93, 214; see also guest-workers gaze, female 121, 165 n. 23; fractured 59, 65, 72; hegemonic 68, 75, 89; male 121, 123, 136–137, 147; “Panoramablick” 70, 72; voyeur- istic 114, 136; see also Blick, schielender; chastity gender 8, 27, 49, 72, 75, 78, 81

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ins Deutsche übersetzt darunter von: Pedro Casariego, Luis Felipe Comendador, Alfonso Costafreda, Àngel Ganivet, Vicente Luis Mora, Eunice Odio, Enrico Freire, Josefa Turina, Alejandra Pizarnik, Raúl Gómez Jattin, Sara Teasdale, Dorothy Uhnak, Adela Florence Nicolson. 2 Ist der Akt der Selbsttötung ein primär individueller, der ein einzelner für sich bean- sprucht und allein ausführt? Oder gibt es dagegen zahlreiche Beispiele für Paare, die zusammen in den Tod gegangen sind? Wir könnten des Weiteren ergründen, ob das 20. Jahrhundert mehr Selbstmörder in

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Freire, Paulo 27, 277, 283, 284 French colonial troops 75–6, 177, 242 Fresh! Black Austrian Lifestyle 80, 98 Friedrichsmeyer, Sara 241 Gaines, Kevin 209 gangsta rapper 259 Garner, Eric 170 Gastarbeiter [Guest workers] 122, 145, 178 gaze 28, 48, 50–1, 241, 246, 254, 259–60, 267–8, 270–1, 298, 300, 307 gender 2, 11, 22, 26–7, 29, 62, 127, 210, 235–7, 239–40, 247, 249, 252, 256, 260–1, 263, 265, 269–70, 272, 282, 294–5, 300, 305, 307, 312–15 Genocide of the Herero and Nama 63, 176 German Colonies 6, 22, 42, 45–7, 53–4, 58–9, 60, 62, 64, 106n1 German Empire 22, 46

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sexism in Germany. In the production and employment of strategies of resistance to racism in the Black German theater project real life Deutschland, Watkins addresses the transfer of hegemony in context from one that is class-based to one that is race-based. Assessing the implementation of Augusto Boal’s eater of the Oppressed and Paulo Freire’s Pedagogy of the Oppressed that intersect on-stage through the production and performance of the Young Stars’ collabora- tive theater project, she encourages us to recognize the realm of theater as an improvisational and

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(Frankreich) an ihrem 38. Oskar Vojnich aus Ungarn an seinem 50. Gertrude Bell (Großbritannien) zwei Tage vor ihrem 58. Geburtstag, und Annie Schmidt (Niederlande) einen Tag nach ihrem 84. Die Schwelle zu dem 40. oder 50. Lebensjahr scheint für viele besonders schwer zu bewältigen. Die Präzisierung von Zeitangaben ist für die Betroffenen wichtig: „Vor dem Schrei habe ich 44 Jahre, drei Monate und einen Tag gebraucht, bis ich jetzt den Ausgang finde.“ Enrico Freire (aus seinem letzten Gedicht „Explosion“) 25 Aber das Alter allein, ohne

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! Nicht in 100, nicht in 1000 Jahren, sondern morgen, morgen, nein, heute müssen wir wollen.” 28. “Das Heer der Drohnen schreit unaufhörlich: Arbeit, Arbeit, Arbeit kann uns nur retten! Und sie haben recht. Die Arbeit anderer kann sie, die Nichtstuer, nur retten.” 29. This is a term Paolo Freire uses in his influential Pedagogy of the Oppressed (1970). 30. From Beck’s perspective, alternative forms of work are a necessary precondition for a functioning democracy: “Wie wird Demokratie jenseits der Erwerbsarbeitsgesellschaft möglich? Meine Teilantwort: durch