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This book explores how writers adhered to, played with, and
subverted the formulaic precepts of educational transformation in
the German Democratic Republic. Perhaps never before has a state
emphasized education to citizenship more than in the new nation
founded in 1949 as the German Democratic Republic. For forty years,
educational and cultural policy played a pivotal role in effortsto
build and sustain a socialist state on German soil. Party and state
held teachers and writers responsible for demonstrating the
superiority of socialism, infusing pupils and readers with a
commitment to the emerging state, andproviding persuasive role
models of der neue Mensch each was challenged to become. Utilizing
an innovative triangular framework, this book demonstrates how
mentor-protege(e) rubrics, traditionally associated with the
socialist Bildungsroman, came to characterize text-external and
text-internal relations within diverse narrative forms. Thus,
leading writers such as Hermann Kant, Christa Wolf, Brigitte
Reimann, and Christoph Hein played with the genre's patterns of
transformation as they engaged with the intellectual, societal, and
aesthetic dilemmas of GDR life. This book shows that understanding
representations of educational transformation in GDR literature, a
topic largely overlooked by critics, is central to an aesthetic
appreciation of that literature more broadly.
The term 'new learning environments' has, in the past, been
employed almost exclusively in relation to discussions on the use
of computers in language learning. This volume seeks to provide a
broader interpretation for language learners, teachers and
researchers who are increasingly involved in language learning
beyond the traditional environment of the classroom. Contributors
explore a range of theoretical and pedagogical frameworks which
inform the development of new learning environments, the forms
these environments take, and how they are created and sustained.
This volume explores the issue of whether new learning environments
call for new methodologies and support new kinds of learning, the
extent to which they can be developded within schools and
universities, and their potential role in language learning within
the wider community.
Since the tumultuous events of 1989/1990, writers, cultural
practitioners and academics have responded to, reconstructed and
reflected upon the process and enduring impact of German
reunification. This bilingual volume provides a nuanced
understanding of the literature and culture of the GDR and its
legacy today. It explores a broad range of genres, combines
perspectives on both lesser-known and more established writers, and
juxtaposes academic articles with the personal reflections of those
who directly experienced and engaged with the GDR from within or
beyond its borders. Whether creative practitioners or academics,
contributors consider the broader literary and intellectual
contexts and traditions shaping GDR literature and culture in a way
that broadens and enriches our understanding of reunification and
its legacy. Contributors are: Deirdre Byrnes, Anna Chiarloni, Jean
E Conacher, Sabine Egger, Robert Gillett, Frank Thomas Grub, Jochen
Hennig, Nick Hodgin, Frank Hoernigk, Therese Hoernigk, Gisela
Holfter, Jeannine Jud, Astrid Koehler, Marieke Krajenbrink,
Reinhard Kuhnert, Katja Lange-Muller, Corina Loewe, Hugh Ridley,
Kathrin Schmidt
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