TY - THES A1 - Offizier, Frederike T1 - The biosecurity individual BT - a cultural critique of the intersection between health, security, and identity T2 - American Culture Studies N2 - 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. Y1 - 2024 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:101:1-2023121004164930640876 SN - 978-3-8376-7145-2 SN - 978-3-8394-7145-6 SN - 2747-4380 SN - 2747-4372 VL - 43 PB - Transcript CY - Bielefeld ER - TY - THES A1 - Schallau, Juliane T1 - “Maybe Happen Is Never Once” – temporalities of guilt in William Faulkner T1 - Zeitlichkeiten von Schuld bei William Faulkner N2 - 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. N2 - Die vorliegende Arbeit widmet sich William Faulkner, der in seinen Werken den Untergang des auf Sklaverei begründeten „Alten Südens“ während des Bürgerkriegs in einer höchst experimentellen Erzählweise verhandelt. Im Mittelpunkt dieser Untersuchung steht die Analyse der zeitlichen Dimensionen von individueller und kollektiver Schuld, die einen neuen Zugang zu Faulkners vielfach erörterter Darstellung des gesellschaftlichen Verfalls bietet. Im Verlauf der Arbeit wird untersucht, wie Faulkner das Erbe des „Alten Südens“ als Schuld-Narrativ neu erzählt, wodurch Schuld als eine Untermauerung von Faulkners grundsätzlichem Zeitverständnis und der Idee von der Kontinuität der Vergangenheit dient. Der Schwerpunkt der Analyse liegt auf drei von Faulkners wohl bedeutendsten Romanen: The Sound and the Fury, Absalom, Absalom! und Go Down, Moses. Jeder dieser Romane verfügt über eine Hauptfigur, die zutiefst überwältigt von den Verbrechen der Vergangenheit ist, seien sie privater, familiärer oder gesellschaftlicher Natur. Dadurch wird Schuld sowohl aus familiärer als auch aus sozialer Perspektive beleuchtet. Um aufzuzeigen, wie Vergangenheit und Gegenwart bei Faulkner anhand von Schuld verschmelzen, werden im Verlauf der Arbeit die aus unterschiedlichen Feldern und Genres entlehnten Methoden und Motive untersucht, mit denen Faulkner Schuld narrativ verhandelt. Dazu zählen religiöse Vorstellungen der Ursünde, das insbesondere im Genre der Southern Gothic verwendete Motiv des Fluches sowie das psychologische Konzept des Traumas. Jedes dieser Motive unterstreicht die zeitlichen Dimensionen von Schuld, deren Untersuchung Kern dieser Arbeit ist, und verdeutlicht, dass Schuld bei Faulkner vordergründig als zeitliches und nicht als moralisches Problem zu verstehen ist. KW - William Faulkner KW - guilt KW - Faulkner studies KW - Faulknerforschung KW - William Faulkner KW - Schuld Y1 - 2024 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-628858 ER - TY - BOOK A1 - Van Hal, Toon A1 - Van Loon, Zanna A1 - Mercelis, Wouter A1 - Steckley, John A1 - Peetermans, Andy A1 - Van Rooy, Raf A1 - Dionne, Fannie ED - Van Loon, Zanna ED - Steckley, John ED - Van Hal, Toon ED - Peetermans, Andy T1 - Anchored in ink BT - Pierre-Philippe Potier’s Elementa Grammaticae Huronicae (1745), a Jesuit grammar of Wendat BT - Die Elementa grammaticae Huronicae (1745) des Jesuiten Pierre-Philippe Potier, eine Grammatik der Wendat-Sprache N2 - This book serves as a gateway to the Elementa grammaticae Huronicae, an eighteenth-century grammar of the Wendat (‘Huron’) language by Jesuit Pierre-Philippe Potier (1708–1781). The volume falls into three main parts. The first part introduces the grammar and some of its contexts, offering information about the Huron-Wendat and Wyandot, the early modern Jesuit mission in New France and the Jesuits’ linguistic output. The heart of the volume is made up by its second part, a text edition of the Elementa. The third part presents some avenues of research by way of specific case studies. N2 - Dieses Buch hat das Ziel, die Elementa grammaticae Huronicae, eine im 18. Jahrhundert vom Jesuiten Pierre-Philippe Potier (1708–1781) erstellte Grammatik der Wendat-Sprache (d.h. des ‘Huronischen’), einem größeren Leserkreis zu eröffnen. Der Band gliedert sich in drei Hauptteile: Der erste Teil bietet eine Einführung zu der Grammatik und einigen relevanten Kontexten, mit Informationen über die Huron-Wendat und Wyandot, die frühneuzeitliche Jesuitenmission in Neufrankreich und die Schriften der Jesuiten auf dem Gebiet des Sprachstudiums. Das Kernstück des Bandes bildet der zweite Teil, eine Textausgabe der Elementa. Im dritten Teil werden anhand von spezifischen Fallstudien einige Forschungswege vorgestellt. KW - missionary grammar KW - history of linguistics KW - circulation of knowledge KW - early modern manuscript culture KW - Iroquoian languages KW - Missionarsgrammatik KW - Geschichte der Sprachwissenschaft KW - Wissenszirkulation KW - frühneuzeitliche Manuskriptkultur KW - irokesische Sprachen Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-513062 SN - 978-3-86956-516-3 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Niehus-Kettler, Melinda T1 - Naturalising perceived otherness BT - Embodied patterns of violence JF - Geschlechter in Un-Ordnung: Zur Irritation von Zweigeschlechtlichkeit im Wissenschaftsdiskurs N2 - 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. KW - binary systems KW - embodied power structures KW - embodiment KW - abuse cycles KW - patterns of violence KW - Othering KW - resistance KW - percept cycles KW - LGTBQI+ communities KW - punishment Y1 - 2023 SN - 978-3-8474-2679-0 SN - 978-3-8474-1852-8 U6 - https://doi.org/10.2307/jj.4163724.7 SP - 57 EP - 74 PB - Verlag Barbara Budrich CY - Opladen, Berlin, Toronto ER - TY - THES A1 - Nikolova, Mariya Dimitrova T1 - How whiteness claimed the future BT - the always new vs the always now in US-American literature T2 - American Frictions N2 - Interested in the ideological workings of fiction, I study how major avant-garde tropes promote the potential of permanent renewal as white America’s property. Renewal ties to the capacities to create, progress, transcend, and simply be. From Black critique we know that, within dominant discourse, all these capacities have been denied to Black bodies ever since colonization. Black work has been fetishized, appropriated, stolen, and dismissed in and by dominant culture, while Black being is construed as negativity and barred on the level of ontology. It follows then that racialization operates on multiple levels in the conceptual frame of renewal. I study this conceptualization by re-reading the works of and criticism on progressive white authors. I examine how images of renewal enable the claim on futurity, transformative potential, and movement forward as exclusively white properties. Premised on oppositions between positive capacities and a state of complete incapacitation, these images are often viewed as separate constructions. This project shows that, deriving from white ideology, such representations are symbiotic and simultaneous - the "good" story of white renewal rests on the continual transgression towards Black being. KW - anti-black representation KW - avant-gardism KW - futurity KW - newness KW - white violence Y1 - 2023 SN - 978-3-11-079999-6 SN - 978-3-11-079971-2 U6 - https://doi.org/10.1515/9783110799996 VL - 7 PB - De Gruyter CY - Berlin ER - TY - JOUR A1 - Freitag-Hild, Britta A1 - Bitmann, Anna A1 - Reinhardt, Susanne A1 - Roos, Jana T1 - Verzahnung von Fachwissenschaft und Fachdidaktik im Lehramtsstudium Englisch BT - Eine interdisziplinäre Lehrveranstaltung zur Professionalisierung angehender Englischlehrkräfte JF - PSI-Potsdam: Ergebnisbericht zu den Aktivitäten im Rahmen der Qualitätsoffensive Lehrerbildung (2019-2023) (Potsdamer Beiträge zur Lehrerbildung und Bildungsforschung ; 3) N2 - Der vorliegende Beitrag stellt eine Lehrveranstaltungskooperation zur Verzahnung von Fachwissenschaften (Sprachwissenschaft) und Fachdidaktik im Lehramtsstudium Englisch an der Universität Potsdam vor. Die Kooperation besteht aus zwei Seminaren. Während andere Fächer (u. a. Mathematik, Naturwissenschaften, Geschichte) bereits in der ersten Phase des PSI-Projekts Erkenntnisse zur Erfassung des erweiterten Fachwissens für 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 übertragen, stellt die Disziplin aus diversen Gründen vor eine besondere Herausforderung. Am Beispiel zweier verzahnter Lehrveranstaltungen zur Entwicklung von Diagnosefähigkeiten angehender Lehrkräfte zur Beurteilung von Sprechleistungen wird erörtert, 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 für das Lehramtsstudium ergeben. Im Ausblick wird erörtert, warum eine Systematisierung des fachlichen Professionswissens mittels einer Delphi-Studie im Fach Englisch sinnvoll erscheint. N2 - This article presents a university course cooperation on the interlocking of linguistics and pedagogy in the teacher training program English at the University of Potsdam. While other subjects (including mathematics, natural sciences, history) have already introduced insights into recording extended subject knowledge for the school context (eFWsK) in the first phase of the PSI project, English didactics has only been dedicated to structuring professional knowledge in the subject for a few years. Attempting to apply the eFWsK model to the subject English poses a particular challenge to the discipline for a variety of reasons. Using a course on developing prospective teachers’ diagnostic skills for assessing speaking performance as an example, this paper discusses the content knowledge and pedagogical content knowledge that is acquired through the interlocking of the two disciplines. At the same time, open questions are discussed that arise from the cooperation regarding a systematization of relevant professional knowledge for the teacher training program. The outlook substantiates why it seems useful to systemize content knowledge in the subject English with the Delphi method. KW - TEFL KW - Professionalisierung KW - Fachwissen KW - Verzahnung Fachwissenschaft und Fachdidaktik KW - eFWsK-Modellm KW - TEFL KW - professionalization KW - subject knowledge linking subject and didactics KW - concept of school-related content knowledge Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-617885 SN - 978-3-86956-568-2 SN - 2626-3556 SN - 2626-4722 IS - 3 SP - 239 EP - 256 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Heidt, Irene A1 - Freitag-Hild, Britta ED - Römhild, Ricardo ED - Marxl, Anika ED - Matz, Frauke ED - Siepmann, Philipp T1 - Critical global citizenship education in the EFL classroom BT - developing critical literacy and symbolic competence JF - Rethinking Cultural Learning: Cosmopolitan Perspectives on Language Education N2 - 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. Y1 - 2023 SN - 978-3-98940-005-4 SP - 99 EP - 114 PB - Wissenschaftlicher Verlag Trier CY - Trier ER - TY - JOUR A1 - Heidt, Irene ED - Will, Leo ED - Stadler, Wolfgang ED - Eloff, Irma T1 - When moral authority speaks BT - Empirical insights into issues of authenticity and identity in multilingual educational settings JF - Authenticity across languages and cultures – Themes of identity in foreign language teaching and learning Y1 - 2023 SN - 978-1-80041-105-0 U6 - https://doi.org/10.21832/9781800411050-014 SP - 165 EP - 180 PB - Multilingual Matters CY - Bristol ER - TY - GEN A1 - Niehus-Kettler, Melinda T1 - Naturalising perceived otherness BT - Embodied patterns of violence T2 - Zweitveröffentlichungen der Universität Potsdam : Philosophische Reihe N2 - 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. T3 - Zweitveröffentlichungen der Universität Potsdam : Philosophische Reihe - 188 KW - binary systems KW - embodied power structures KW - embodiment KW - abuse cycles KW - patterns of violence KW - Othering KW - resistance KW - percept cycles KW - LGTBQI+ communities KW - punishment Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-601332 SN - 978-3-8474-2679-0 SN - 978-3-8474-1852-8 SN - 1866-8380 ER - TY - JOUR A1 - Adair, Gigi A1 - McLaughlin, Carly T1 - Beyond humanitarianism BT - reading counternarratives of forced migration from the global south JF - Narrating Flight and Asylum Y1 - 2022 SN - 978-3-86821-965-4 SP - 165 EP - 182 PB - Trier CY - WVT Wissenschaftlicher Verlag Trier ER -