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"Writing with my professors”
(2023)
Kollaboratives Forschen quer zu hegemonialen Wissensordnungen gilt als wichtiger Baustein dekolonialer Wissenspraxis. Gemeinsame Schreibprozesse von Wissenschaftler*innen und ihren nicht-wissenschaftlichen Forschungspartner*innen sind allerdings selten und eine methodologische und forschungspraktische Reflexion fehlt. Die Beiträger*innen widmen sich diesen Lücken, indem sie erfolgreiche, aber auch gescheiterte Projekte kollaborativer Textproduktion zwischen Universität und Feld vorstellen und auf ihr Potenzial als transformative und dekoloniale Wissenspraxis befragen. So entsteht eine praktische Orientierungshilfe, die gleichzeitig die interdisziplinäre Diskussion anregt.
A different class of refugee: university scholarships and developmentalism in late 1960s Africa
(2022)
Using documents assembled in connection with the 1967 Conference on the Legal, Economic and Social Aspects of African Refugee Problems, this article discusses African refugee higher-education discourses in the 1960s at the level of international organizations, volunteer agencies, and government representatives. Education and development history have recently been studied together, but this article focuses on the history of refugee higher education, which, it argues, needs to be understood within the development framework of human-capital theory, meant to support political pan African concerns for a decolonized continent and merged with humanitarian arguments to create a hybrid form of humanitarian developmentalism. The article zooms in on higher-education scholarships, above all for refugees from Southern Africa, as a means of support for human-capital development. It shows that refugee higher education was both a result and a driver of increased international exchanges, as evidenced at the 1967 conference.
A right to research?
(2023)
Hier geblieben?
(2022)
Die historische Forschung hat seit längerem herausgearbeitet, dass Migration nichts von einer Norm Abweichendes ist, sondern vielmehr ein »konstitutives Element der Menschheitsgeschichte« (J. Oltmer), der Mensch mithin stets ein »homo migrans« (K.-J. Bade) war. Auch die Geschichte Brandenburgs wurde seit jeher von Einwanderungsprozessen geprägt. Von »Toleranz« im modernen Sinne kann freilich keine Rede sein, sondern meistens ging es um ökonomisch nutzbringende Aufnahme bestimmter Gruppen. Sehr oft waren die Ansiedlungen aber auch das Ergebnis von Flucht, Vertreibung und kriegerischer Gewalt. Der vorliegende Band zeigt anhand von Beispielen vom frühen Mittelalter bis zur Gegenwart die Bedeutung der Zuwanderung für Brandenburg auf. Der Bogen reicht von der slawischen Einwanderung des 8./9. Jahrhunderts bis zur Ankunft russisch-jüdischer »Kontingentflüchtlinge« im Gefolge der deutschen Wiedervereinigung, von Niederländern, Juden, Hugenotten, Revolutionsflüchtlingen in der Frühen Neuzeit bis hin zu Muslimen, Zwangsarbeitern, Vertriebenen und DDR-»Fremdarbeitern« im 20. Jahrhundert – eine Geschichte der Vielfalt des brandenburgischen Raumes und seiner Bevölkerung im Spiegel der Zuwanderung.
History without borders
(2020)
Introduction
(2021)
While academic mobility has generally been positioned in the literature as a ready, at-will movement of people and ideas, this chapter demonstrates how the conditions of mobility and immobility “all at once” impact knowledge production and exchange. By offering a more nuanced window into the experiences of scholars in exile, this chapter challenges dominant discourses of academic mobility and draws on lessons learned from within liminal spaces of knowledge production to elicit more response within higher education communities. Context-rich examples reveal the interpersonal tensions and cultural shifts—including gender, ethnic and race-based stereotypes and discrimination—that affect intellectual outputs, further problematizing the conceptualization of knowledge production in human capital terms. Lessons gleaned from Scholars at Risk (SAR) and related programmes suggest support structures that amplify scholars’ agency; more broadly, higher education should consider ways of adapting to its diverse knowledge producers, rather than supporting the acclimation to its current environment.
Paths Are Made by Walking
(2021)
This open access book is about Mozambicans and Angolans who migrated in state-sponsored schemes to East Germany in the late 1970s and throughout the 1980s. They went to work and to be trained as a vanguard labor force for the intended African industrial revolutions. While they were there, they contributed their labor power to the East German economy.
This book draws on more than 260 life history interviews and uncovers complex and contradictory experiences and transnational encounters. What emerges is a series of dualities that exist side by side in the memories of the former migrants: the state and the individual, work and consumption, integration and exclusion, loss and gain, and the past in the past and the past in the present and future. By uncovering these dualities, the book explores the lives of African migrants moving between the Third and Second worlds.
Devoted to the memories of worker-trainees, this transnational study comes at a time when historians are uncovering the many varied, complicated, and important connections within the global socialist world.
“Why,” Francisca Isidro wonders, “did we have to leave our families and move so far away, only to come back as cooks, waitresses, sales assistants, and the like?” And she recalls: “We came back from our time in East Germany with professions that were not held in particu-larly high regard in Mozambique. Nobody understood why we didn’t return as engineers, doctors and teachers. ‘A waitress?,’ they would wonder. ‘Why, they could have become a waitress in Mozambique. Nobody needs to spend so many years in school for that.’”2And with that, Ms. Isidro puts her fi nger right on a misapprehension at the heart of an ambitious state-led education migration program that saw 900 Mozambican children attend the School of Friendship (Schule der Freundschaft , SdF) in Staßfurt in the district of Magdeburg, in what today is Saxony-Anhalt, in the German Democratic Republic (GDR, or East Germany) from 1982 to 1988.3 Ms. Isidro returned to Mozambique as a trained salesperson for clothing, a profession she neither chose nor ever worked in again subsequently. Like her, these 900 children had to navigate the diverging values that particular environments bestowed upon knowledge. What they learned was interpreted diff erently in their home communities, at the SdF, and in their German host families
Der Umgang mit einem schwierigen Erbe
2019 befasste sich die internationale Tagung »Respekt und Anerkennung« mit der Entwicklungszusammenarbeit Mosambik-Deutschland unter dem Schwerpunktthema Vertragsarbeit. Anlass war der 40. Jahrestag des 1979 geschlossenen Staatsvertrages der VR Mosambik mit der DDR. Der nun erscheinende Tagungsband enthält u. a. Beiträge zu den Themen »Die Lebenswege der SchülerInnen der Schule der Freundschaft in Staßfurt«, »DDR-ExpertInnen in Mosambik«, »Wie aus Vertragsarbeitern Madgermanes wurden« und »Auf dem Weg zu Respekt und Anerkennung: Sind wir für die Versöhnung?«. Ein Dokumentenanhang ergänzt den Band.
Mit Beiträgen von Katrin Baar, António Daniel, Hans-Joachim Döring, António Frangoulis, Rainer Grajek, Adelino Massuvira João, Lázaro Magalhães, Dinis Matsolo, Francisca Raposo, Marcia C. Schenck, Ralf Straßburg, Mathias Tullner und Cesare Zucconi.