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The biosecurity individual
(2024)
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.
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.
Anchored in ink
(2023)
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.
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.
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.
When moral authority speaks
(2023)
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.
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.
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.
Beyond humanitarianism
(2022)
East and South
(2022)
"What is 'Europe' in academic discourse? While Europe tends to be used as shorthand, often interchangeable with the 'West', neither the 'West' nor 'Europe' are homogeneous spaces. Though postcolonial studies have long been debunking Eurocentrism in its multiple guises, there is still work to do in fully comprehending how its imaginations and discursive legacies conceive the figure of Europe, as not all who live on European soil are understood as equally 'European'. This volume explores this immediate need to rethink the axis of postcolonial cultural productions, to disarticulate Eurocentrism, to recognise Europe as a more diverse, plural and fluid space, to draw forward cultural exchanges and dialogues within the Global South. Through analyses of literary texts from East-Central Europe and beyond, this volume sheds light on alternative literary cartographies - the multiplicity of Europes and being European which exist both as they are viewed from the different geographies of the global South, and within the continent itself. Covering a wide spatial and temporal terrain in postcolonial and European cultural productions, this volume will be of great interest to scholars and researchers of literature and literary criticism, cultural studies, post-colonial studies, Global South studies and European studies"
Sampling
(2022)
Marronage or underground?
(2022)
I combine a reading of contemporary scholarship on US maroon histories and the Underground Railroad—and the concomitant notions of marronage and the underground—with a reading of two recent works of African American literature: Colson Whitehead’s The Underground Railroad (2016) and Ta-Nehisi Coates’s The Water Dancer (2019). Foregrounding the idea of Black geographies as a form of placemaking and “thinking otherwise” about land and water, I suggest that despite the differing, and at times contrasting, trajectories of maroon histories and the histories of Black flight to the North, African American maroon experiences and the Underground Railroad are conceptually connected in contemporary African American literature. I read the two novels as recent literary expressions of this conceptual link, which is played out via representations of relating to the land. By reimagining and intertwining marronage and the underground, both novels articulate a critique of settler-colonial and plantation modes of spatial practice, modes they identify as formative for US-American nationhood. They also, tentatively but forcefully, gesture toward alternative ways of being “above” and “below” the land while affirming African American connectedness to place.
This paper investigates a pervasive phenomenon in video-mediated interaction (VMI), namely, simultaneous start-ups, which happen when two speakers produce a turn beginning in overlap. Based on the theoretical and methodological tenets of conversation analysis and interactional linguistics, the present study offers a multimodal and sequential account of how simultaneous start-ups are oriented to and solved in the context of English as an additional language (L2) tutoring. The micro- and sequential analysis of ten hours of screen-recorded video-mediated data from tutoring sessions between an experienced tutor and an advanced-level tutee reveals that the typical overlap resolution trajectory results in the tutor withdrawing from the interactional floor. The same analysis uncovered a range of resources, such as lip pressing and the verbal utterance 'go ahead', employed in what we call enhanced explicitness, through which the withdrawal is done. The orchestration of these resources allows the tutor to exploit the specific features of the medium to resolve simultaneous start-ups while also supporting the continuation of student talk. We maintain that this practice is used in the service of securing the learner's interactional space, and consequently in fostering the use of the language being learned. The results of the study help advance current understandings of L2 instructors' specialized work of managing participation and creating learning opportunities. Being one of the first studies to detail the practices involved in overlap resolution in the micro-context of simultaneous talk on Zoom-based L2 instruction, this study also makes a significant contribution to research on video-mediated instruction and video-mediated interaction more generally.
Afropolitan Encounters
(2022)
Afropolitan Encounters: Literature and Activism in London and Berlin explores what Afropolitanism does. Mobile people of African descent use this term to address their own lived realities creatively, which often includes countering stereotypical notions of being African. Afropolitan practices are enormously heterogeneous and malleable, which constitutes its strengths and, at the same time, creates tensions.
This book traces the theoretical beginnings of Afropolitanism and moves on to explore Afropolitan practices in London and Berlin. Afropolitanism can take different forms, such as that of an identity, a political and ethical stance, a dead–end road, networks, a collective self–care practice or a strategic label. In spite of the harsh criticism, Afropolitanism is attractive for people to deal with the meanings of Africa and Africanness, questions of belonging, equal rights and opportunities.
While not a unitary project, the vast variety of Afropolitan practices provide approaches to contemporary political problems in Europe and beyond. In this book, Afropolitan practices are read against the specific context of German and British colonial histories and structures of racism, the histories of Black Europeans, and contemporary right–wing resurgence in Germany and England, respectively.
Hunting Down Animal Verbs
(2022)
Language change is an essential feature of human language, and it is therefore one of the focal areas of the scientific study of language. Language change is always tacitly at work in all languages of the world and at all levels of a given language, be it phonology, morphology, syntax, semantics, etc. It has been suggested that it is precisely the capacity to constantly change and adjust that allows language to keep serving the communicative goals of its users, from ancient to modern times (Fauconnier & Turner, 2003, p. 179).
This thesis investigates an especially salient pattern of lexicogrammatical change, namely word-formation of verbs from animal nouns by zero-derivation, in the process of which such nouns as, for example, dog, horse, or beaver change their usage and meaning to produce animal verbs: to dog ‘to follow someone persistently and with a malicious intent’, to horse about/around ‘to make fun of, to ‘rag’, to ridicule someone’ and to beaver away ‘to work at working with great enthusiasm’ respectively. In the previous literature this pattern of language change has been termed verbal zoosemy (e.g. Kiełtyka, 2016), i.e. metaphorical construal of human actions by means of linguistic material from the domain of animals.
The approach taken in this study is not to simply report on the objective changes in the morphology, syntactic distribution and meaning of such linguistic units before and after conversion, but to uncover the complexity of cognitive mechanisms which allow the speakers of English to reclassify such well-established nominal units as animal noun into verbs. It is assumed that the grammatical change in these lexical units is predicated on and triggered by preceding semantic change. Thus, the study is set in the framework of Cognitive Historical Semantics and employs the Conceptual Metaphor and Metonymy Theory (CMMT) to untangle the intricacies of the semantic change making the grammatical change of animal nouns into verbs possible and acceptable in the minds of English speakers.
To this end, this study employed the Oxford English Dictionary Online (OED Online) to compile a glossary of 96 denominal animal verbal forms tied to 209 verbal senses (most verbs in the dataset displayed polysemy). The data collected from the OED Online included not only the senses of the verbs, but also the date of the earliest recorded use of the verbal form with the given sense (regarded in the study as the date of conversion), the earliest usage examples for individual senses and morphologically or semantically related linguistic units from the lexical field of the respective parent noun which were amenable to explaining the observed instances of semantic change. Each instance of zoosemisation, i.e. of the creation of a separate metaphorical verbal sense, was then carefully analysed on the basis of the data collected and classified with the help of the CMMT. In the final stage, a comprehensive and systematic classification of the senses of animal verbs in accordance with the cognitive mechanisms of their creation (metaphor, metonymy, or a combination thereof) was produced together with a timeline of the first appearance of individual metaphorical senses of animal verbs recorded in the OED.
The results show that animal verbs are produced through the interaction of conceptual metaphor and metonymy. Specifically, it was established that two major patterns of metaphor-metonymy interaction underpinning the process of verbal zoosemisation are metaphor from metonymy and metonymy from metaphor. In the former pattern, either an already existing metonymic animal verb is expanded to include the target domain PEOPLE, or the animal noun itself acts as a metonymic vehicle to a certain element of the idealised cognitive model of the given animal, which is metaphorically projected onto people. In the latter mechanism, a metaphorical projection of an animal term initially enters the lexicon in the form of a metaphorical animal noun referring to a human entity, and later in the course of language development it comes to metonymically stand for the action, which the given entity either performs or is involved in. Secondarily, it was observed that individual animal nouns can undergo multiple rounds of zoosemic conversion over time depending on the semantic frame in which the given linguistic unit undergoes denominal conversion, and that results in the polysemy of most animal verbs.
Welche Rolle spielt Kultur im Fremdsprachenunterricht, welcher Kulturbegriff eignet sich für die Kulturdidaktik und welche Zielsetzungen werden mit Blick auf kulturelle Lernprozesse verfolgt? Die Antworten der Fremdsprachendidaktik auf diese Fragen haben sich nicht nur in der Vergangenheit immer wieder verändert, sondern sind auch mit Blick auf die gegenwärtige Diskussion äußerst vielfältig.