@phdthesis{Schallau2024, author = {Schallau, Juliane}, title = {"Maybe Happen Is Never Once" - temporalities of guilt in William Faulkner}, doi = {10.25932/publishup-62885}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-628858}, school = {Universit{\"a}t Potsdam}, pages = {iv, 171}, year = {2024}, abstract = {This study focuses on William Faulkner, whose works explore the demise of the slavery-based Old South during the Civil War in a highly experimental narrative style. Central to this investigation is the analysis of the temporal dimensions of both individual and collective guilt, thus offering a new approach to the often-discussed problem of Faulkner's portrayal of social decay. The thesis examines how Faulkner re-narrates the legacy of the Old South as a guilt narrative and argues that Faulkner uses guilt in order to corroborate his concept of time and the idea of the continuity of the past. The focus of the analysis is on three of Faulkner's arguably most important novels: The Sound and the Fury, Absalom, Absalom!, and Go Down, Moses. Each of these novels features a main character deeply overwhelmed by the crimes of the past, whether private, familial, or societal. As a result, guilt is explored both from a domestic as well as a social perspective. In order to show how Faulkner blends past and present by means of guilt, this work examines several methods and motifs borrowed from different fields and genres with which Faulkner narratively negotiates guilt. These include religious notions of original sin, the motif of the ancestral curse prevalent in the Southern Gothic genre, and the psychological concept of trauma. Each of these motifs emphasizes the temporal dimensions of guilt, which are the core of this study, and makes clear that guilt in Faulkner's work is primarily to be understood as a temporal rather than a moral problem.}, language = {en} } @misc{NiehusKettler2023, author = {Niehus-Kettler, Melinda}, title = {Naturalising perceived otherness}, series = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Philosophische Reihe}, journal = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Philosophische Reihe}, isbn = {978-3-8474-2679-0}, issn = {1866-8380}, doi = {10.25932/publishup-60133}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-601332}, pages = {20}, year = {2023}, abstract = {This essay takes an Anglophone Cultural Studies approach to reflect on the interdependence among as well as the individual (implicit) impact of the elements constituting our (embodied) power structures. These are, e.g., bodily experience/s such as shame and fear, everyday and institutional discourses and practices, but also manifestations of differences and particularities that we transform into phenomena such as "norms", "binary systems" and "binary organisations". The analysis of seemingly cyclic "Othering processes" and patterns of violence shows how people who identify as trans*, inter*, or non-binary have to live through and embody epistemological, emotional, and/or physical violence. At the same time, the descriptions illustrate numberless potential forms of resistance and change.}, language = {en} } @article{HeidtFreitagHild2023, author = {Heidt, Irene and Freitag-Hild, Britta}, title = {Critical global citizenship education in the EFL classroom}, series = {Rethinking Cultural Learning: Cosmopolitan Perspectives on Language Education}, journal = {Rethinking Cultural Learning: Cosmopolitan Perspectives on Language Education}, editor = {R{\"o}mhild, Ricardo and Marxl, Anika and Matz, Frauke and Siepmann, Philipp}, publisher = {Wissenschaftlicher Verlag Trier}, address = {Trier}, isbn = {978-3-98940-005-4}, pages = {99 -- 114}, year = {2023}, abstract = {The objective of the present paper is to explore the potentials and challenges inherent in con- ceptualizations of global citizenship education (GCE) in the context of foreign language edu- cation. Specifically, we argue for a critical approach to GCE that emphasizes the significance of language as symbolic power by drawing on the concepts of critical literacy (e.g., Freire 1983; Janks 2014) and symbolic competence (Kramsch 2006; 2011; 2021). To illustrate the necessity of such a critical approach to GCE, we critically analyze teaching materials designed for the English language classroom as provided by the curriculum framework (KMK/ BMZ 2016). The analysis reveals how reliance on dominant Western liberal and neoliberal epistemologies, norms, and discourses might inadvertently reinforce the very inequalities that GCE actually seeks to address. By foregrounding the relationship between language, symbolic power, and GCE, we further redesign these teaching materials and incorporate pedagogical and methodological principles which are in line with a critical literacy and symbolic competence.}, language = {en} } @phdthesis{Offizier2024, author = {Offizier, Frederike}, title = {The biosecurity individual}, series = {American Culture Studies}, volume = {43}, journal = {American Culture Studies}, publisher = {Transcript}, address = {Bielefeld}, isbn = {978-3-8376-7145-2}, issn = {2747-4380}, doi = {10.14361/9783839471456}, url = {http://nbn-resolving.de/urn:nbn:de:101:1-2023121004164930640876}, school = {Universit{\"a}t Potsdam}, pages = {294}, year = {2024}, abstract = {Discoveries in biomedicine and biotechnology, especially in diagnostics, have made prevention and (self)surveillance increasingly important in the context of health practices. Frederike Offizier offers a cultural critique of the intersection between health, security and identity, and explores how the focus on risk and security changes our understanding of health and transforms our relationship to our bodies. Analyzing a wide variety of texts, from life writing to fiction, she offers a critical intervention on how this shift in the medical gaze produces new paradigms of difference and new biomedically facilitated identities: biosecurity individuals.}, language = {en} } @misc{Kluemper2021, type = {Master Thesis}, author = {Kl{\"u}mper, Hannah}, title = {From Brock to Brett}, doi = {10.25932/publishup-62329}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-623293}, school = {Universit{\"a}t Potsdam}, pages = {110}, year = {2021}, abstract = {Diese Masterarbeit in der US-amerikanischen Kulturwissenschaft stellt die These auf, dass das Ph{\"a}nomen der rape culture ein soziokulturelles System gesellschaftlicher Machtstrukturen und kultureller Mythen darstellt. Basierend auf sogenannten Vergewaltigungsmythen konstituiert dieses System zudem eine Ideologie. Ziel der Arbeit ist es zu zeigen, wie diese Vergewaltigungsmythen instrumentalisiert werden, um (prim{\"a}r weiße, cis-m{\"a}nnliche) T{\"a}ter zu besch{\"u}tzen und stattdessen Betroffenen von sexualisierter Gewalt die Verantwortung zuzuweisen. So soll aufgezeigt werden, dass junge M{\"a}nner wie Brock Turner, die von patriarchalen Machtstrukturen profitieren, zu M{\"a}nnern wie Brett Kavanaugh aufwachsen, und dass diese nicht nur davon profitieren, dass die rape culture ihr {\"u}bergriffiges Verhalten entschuldigt, sondern dass sie zudem darauf gest{\"u}tzt an Machtpositionen gelangen, durch die sie als Entscheidungstr{\"a}ger diese der rape culture zugrundeliegenden Strukturen im Gegenzug aufrechterhalten k{\"o}nnen. Dabei konzentriert sich die Arbeit auf die Vergewaltigungsmythen des sogenannten Victim-Blamings und Shamings sowie der Viktimisierung von T{\"a}tern. Diese Mythen werden im Rahmen einer Analyse von Zeitungsartikeln aus dem 19. Jahrhundert herausgearbeitet und in das 21. Jahrhundert verfolgt. Basierend auf Mary Douglas' Theorie zu Reinheitsvorstellungen wird aufgezeigt, inwiefern sich nicht nur soziale Kategorien, n{\"a}mlich Geschlecht, race, sozio{\"o}konomischer Status und Alter, sondern auch die sexuelle Reinheit oder Unreinheit von Betroffenen auf die gesellschaftliche Bewertung von Vergewaltigungsf{\"a}llen auswirken. Dar{\"u}ber hinaus zeigt die Arbeit, wie weibliche K{\"o}rper als ideologisches Schlachtfeld f{\"u}r politische und gesellschaftliche Ver{\"a}nderungen in den USA fungieren, und dass empfundene Bedrohungen des patriarchalen Status Quo im {\"o}ffentlichen Diskurs als moralische Gefahren dargestellt werden, die von weiblichen K{\"o}rpern ausgehen. Die Arbeit argumentiert, dass die rape culture von (weißem cis-) m{\"a}nnlichem Anspruchsdenken auf weibliche K{\"o}rper, aber dar{\"u}ber hinaus auch auf Machtpositionen im patriarchalen System angetrieben wird. Sie zeigt auf, wie dieses System die rape culture instrumentalisiert, um seine zugrundeliegenden Strukturen aufrechtzuerhalten, die (cis) M{\"a}nner beg{\"u}nstigen und im Gegensatz (cis) Frauen sowie andere marginalisierte und nicht-heteronormative Gruppen benachteiligen. Dies wird anhand einer Analyse des Stanford-Vergewaltigungsfalls von 2016 sowie der Kavanaugh-Anh{\"o}rung von 2018 dargestellt.}, language = {en} } @phdthesis{Reinhardt2022, author = {Reinhardt, Susanne}, title = {Assessing interactional competence}, doi = {10.25932/publishup-61942}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-619423}, school = {Universit{\"a}t Potsdam}, pages = {304}, year = {2022}, abstract = {The development of speaking competence is widely regarded as a central aspect of second language (L2) learning. It may be questioned, however, if the currently predominant ways of conceptualising the term fully satisfy the complexity of the construct: Although there is growing recognition that language primarily constitutes a tool for communication and participation in social life, as yet it is rare for conceptualisations of speaking competence to incorporate the ability to inter-act and co-construct meaning with co-participants. Accordingly, skills allowing for the successful accomplishment of interactional tasks (such as orderly speaker change, and resolving hearing and understanding trouble) also remain largely unrepresented in language teaching and assessment. As fostering the ability to successfully use the L2 within social interaction should arguably be a main objective of language teaching, it appears pertinent to broaden the construct of speaking competence by incorporating interactional competence (IC). Despite there being a growing research interest in the conceptualisation and development of (L2) IC, much of the materials and instruments required for its teaching and assessment, and thus for fostering a broader understanding of speaking competence in the L2 classroom, still await development. This book introduces an approach to the identification of candidate criterial features for the assessment of EFL learners' L2 repair skills. Based on a corpus of video-recorded interaction between EFL learners, and following conversation-analytic and interactional-linguistic methodology as well as drawing on basic premises of research in the framework of Conversation Analysis for Second Language Acquisition, differences between (groups of) learners in terms of their L2 repair conduct are investigated through qualitative and inductive analyses. Candidate criterial features are derived from the analysis results. This book does not only contribute to the operationalisation of L2 IC (and of L2 repair skills in particular), but also lays groundwork for the construction of assessment scales and rubrics geared towards the evaluation of EFL learners' L2 interactional skills.}, language = {en} } @article{StenzelWilliams2021, author = {Stenzel, Kristine and Williams, Nicholas}, title = {Toward an interactional approach to multilingualism}, series = {Language \& communication : an interdisciplinary journal}, volume = {80}, journal = {Language \& communication : an interdisciplinary journal}, publisher = {Elsevier}, address = {Oxford}, issn = {0271-5309}, doi = {10.1016/j.langcom.2021.05.010}, pages = {136 -- 164}, year = {2021}, abstract = {This study examines language ideologies and communicative practices in the multilingual Vaupes region of northwestern Amazonia. Following a comparative overview of the Vaupes as a 'small-scale' language ecology, it discusses claims from existing ethnographic work on the region in light of data from a corpus of video-recordings of sociolinguistic interviews and spontaneous everyday conversations. It shows how a practice-based and interdisciplinary approach combining language documentation methodology and ethnographic, structural linguistic, and interactional perspectives can contribute to understanding of macro and micro aspects of multilingualism, thus contributing to future work on the Vaupes, typologies of small-scale multilingual ecologies, and language contact research.}, language = {en} } @phdthesis{SantosBruss2020, author = {Santos Bruss, Sara Morais dos}, title = {Feminist solidarities after modulation}, publisher = {punctum books}, address = {Brooklyn, NY}, isbn = {978-1-68571-146-7}, doi = {10.53288/0397.1.00}, school = {Universit{\"a}t Potsdam}, pages = {xiii, 380}, year = {2020}, abstract = {Feminist Solidarities after Modulation produces an intersectional analysis of transnational feminist movements and their contemporary digital frameworks of identity and solidarity. Engaging media theory, critical race theory, and Black feminist theory, as well as contemporary feminist movements, this book argues that digital feminist interventions map themselves onto and make use of the multiplicity and ambiguity of digital spaces to question presentist and fixed notions of the internet as a white space and technologies in general as objective or universal. Understanding these frameworks as colonial constructions of the human, identity is traced to a socio-material condition that emerges with the modernity/colonialism binary. In the colonial moment, race and gender become the reasons for, as well as the effects of, technologies of identification, and thus need to be understood as and through technologies. What Deleuze has called modulation is not a present modality of control, but is placed into a longer genealogy of imperial division, which stands in opposition to feminist, queer, and anti-racist activism that insists on non-modular solidarities across seeming difference. At its heart, Feminist Solidarities after Modulation provides an analysis of contemporary digital feminist solidarities, which not only work at revealing the material histories and affective ""leakages"" of modular governance, but also challenges them to concentrate on forms of political togetherness that exceed a reductive or essentialist understanding of identity, solidarity, and difference.}, language = {en} } @article{FreitagHildBitmannReinhardtetal.2023, author = {Freitag-Hild, Britta and Bitmann, Anna and Reinhardt, Susanne and Roos, Jana}, title = {Verzahnung von Fachwissenschaft und Fachdidaktik im Lehramtsstudium Englisch}, series = {PSI-Potsdam: Ergebnisbericht zu den Aktivit{\"a}ten im Rahmen der Qualit{\"a}tsoffensive Lehrerbildung (2019-2023) (Potsdamer Beitr{\"a}ge zur Lehrerbildung und Bildungsforschung ; 3)}, journal = {PSI-Potsdam: Ergebnisbericht zu den Aktivit{\"a}ten im Rahmen der Qualit{\"a}tsoffensive Lehrerbildung (2019-2023) (Potsdamer Beitr{\"a}ge zur Lehrerbildung und Bildungsforschung ; 3)}, number = {3}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-568-2}, issn = {2626-3556}, doi = {10.25932/publishup-61788}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-617885}, pages = {239 -- 256}, year = {2023}, abstract = {Der vorliegende Beitrag stellt eine Lehrveranstaltungskooperation zur Verzahnung von Fachwissenschaften (Sprachwissenschaft) und Fachdidaktik im Lehramtsstudium Englisch an der Universit{\"a}t Potsdam vor. Die Kooperation besteht aus zwei Seminaren. W{\"a}hrend andere F{\"a}cher (u. a. Mathematik, Naturwissenschaften, Geschichte) bereits in der ersten Phase des PSI-Projekts Erkenntnisse zur Erfassung des erweiterten Fachwissens f{\"u}r den schulischen Kontext (eFWsK) vorgelegt haben, widmet sich die Englischdidaktik der Strukturierung des Professionswissens im Fach erst seit wenigen Jahren. Der Versuch, das eFWsK-Modell auf das Fach Englisch zu {\"u}bertragen, stellt die Disziplin aus diversen Gr{\"u}nden vor eine besondere Herausforderung. Am Beispiel zweier verzahnter Lehrveranstaltungen zur Entwicklung von Diagnosef{\"a}higkeiten angehender Lehrkr{\"a}fte zur Beurteilung von Sprechleistungen wird er{\"o}rtert, welches fachwissenschaftliche und fachdidaktische Wissen durch die Verzahnung der beiden Disziplinen erworben wird. Zugleich werden offene Fragen diskutiert, die sich aus der Kooperation mit Blick auf eine Systematisierung relevanter fachwissenschaftlicher Inhalte f{\"u}r das Lehramtsstudium ergeben. Im Ausblick wird er{\"o}rtert, warum eine Systematisierung des fachlichen Professionswissens mittels einer Delphi-Studie im Fach Englisch sinnvoll erscheint.}, language = {de} } @article{KinskyEhritt2010, author = {Kinsky-Ehritt, Andrea}, title = {The British Music Hall}, series = {Victorian highways, Victorian byways : new approaches to nineteenth century British literature and culture}, journal = {Victorian highways, Victorian byways : new approaches to nineteenth century British literature and culture}, publisher = {Trafo}, address = {Berlin}, isbn = {978-3-89626-939-3}, pages = {243 -- 267}, year = {2010}, language = {en} }