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Writing Postcolonial Histories of Intercultural Education


Edited By Heike Niedrig and Christian Ydesen

Bringing together a group of international researchers from two educational sub-disciplines – «History of Education» and «Intercultural Education» – the contributions to this volume provide insights into the (pre-)history of intercultural issues in education across a vast range of historical, national-geographical and political contexts. The anthology takes its readers on a fascinating journey around the globe, presenting case studies from Asia, Africa, Europe and America. The coherence of the journey is found in recurring themes and questions, such as: How does the discourse on «multiculturalism» or «intercultural learning» construct the norm and the Others in these educational settings? Who has the power of definition? And what are the functions and effects of these processes of Othering?


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Rosa Fava: ‘Ethnic Conflicts’ or Racism? – A German Case Study about “‘Problematic’ ways of acquiring NS-History in Multicultural Classrooms” re-interpreted from a “racismcritical” perspective


‘Ethnic Conflicts’ or Racism? – A German Case Study about “‘Problematic’ ways of acquiring NS-History in Multicultural Classrooms” re-interpreted from a “racism- critical”1 perspective Rosa Fava, University of Hamburg, Germany Since the mid-1990s, a discussion within the fields of Teaching Methodologies for History as a school subject, Intercultural Education, and so called “Education after Auschwitz” (learning about and from2 National-Socialism and more espe- cially the Holocaust) has drawn attention to the fact that Germany is an immi- grant society. A number of teachers and educators perceived this either as a “problem”, a “challenge” or a “chance”, but in any case as a starting point to develop new methods of teaching and redefine the topics and goals of a univer- sal Holocaust Education in the country of the perpetrators. The presence of “immigrant children” (be they off-spring from immigrants or youth who immi- grated themselves) in German classrooms first initiated a process of researching the particular characteristics of this “group”, of pinpointing differences between these “students with migration background” and “German” students, and of de- signing special educational programmes for “multicultural groups of learners” (Fechler 2000: 209). Finally, Fechler et al.’s (2000) anthology „‚Erziehung nach Auschwitz‘ in der multikulturellen Gesellschaft“ [’Education after Auschwitz’ in the multicultural society] became one of the starting points for a more system- atic discussion about how to teach about the Holocaust in a country where not everyone can be addressed as being ‘ethnically German’. This article is based on material and findings from my on-going dissertation...

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