Writing Competition: EUROPA 2073

To mark 50 years BA European Studies at the University of Limerick, the Centre for European Studies in co-operation with IrelandEU50 has launched a creative writing/art competition that aims to encourage third level students on the island of Ireland to look into the other direction, to imagine Europe in 2073, 50 years from now. What will Europe look like? What are your hopes and dreams – or fears – for this continent in 2073? Submissions can consider any aspect of the social, cultural, economic or political future of Europe, including that of the European Union.

Europe is multilingual. Alongside work in English and Irish, submissions are also invited in the three other EU languages the BA degree programme offers, French, German and Spanish.

First prize in each category: €500, 2nd prize €200, 3rd prize €100. Additional €200 special prize for creative work on “The European Union in 2073”.

Deadline for submission is 19 March 2023.

Address for submissions: Europa2073competition@ul.ie.

Further details in the leaflet below and from Joachim.fischer@ul.ie.

Advertisement

CfP: GSAI Annual Conference at University of Galway

Clash of cultures?
Bildungsvermittlung zwischen den Generationen
im Zeichen der digitalen Revolution

University of Galway, 4. und 5. November

Die digitale Revolution und die rasante Entwicklung und Ausbreitung neuer Kommunikations-und Speichermedien markieren einen der einschneidensten kulturellen Umbrüche seit Erfindung der Schrift. Die von vielen als krisenhaft wahrgenommene Übergangssituation, in der wir uns derzeit befinden, zeichnet sich durch das gesellschaftliche Miteinander und Nebeneinander sozialer Gruppen aus, die sich hinsichtlich ihrer Mediensozialisation und folglich auch ihres Umgangs mit Medien beträchtlich unterscheiden. Verkürzt gesagt: Der Generation der Digital Natives stehen Gruppen gegenüber, die noch – mehr oder weniger stark – von den medialen Gegebenheiten der vor-digitalen Kultur geprägt wurden. Diese historisch wohl einmalige Konstellation wirkt sich in massiver Weise auf das Verhältnis zwischen den Generationen und damit auch auf die Praxis der Bildungsvermittlung aus.  

Zwar trat Bildung stets mit dem Anspruch auf, Vorbereitung auf „die Zukunft“ zu sein, gleichzeitig aber ging es ihr traditionellerweise immer auch darum, Bestehendes und Bewährtes zu reproduzieren: Werte und Normen, Wissensformen und -bestände, Kulturtechniken und einen kulturellen Kanon. Diese konservativen Funktionen von Bildung haben heute vielfach ihren Sinn verloren bzw. sie bedürfen einer radikalen Neuausrichtung. Viele im Bildungssektor Beschäftigte stehen vor der nicht unerheblichen Herausforderung, sich auf die neuen kulturellen Gegebenheiten einzustellen. Dazu gehören:

  • der Niedergang der Literatur im Zeichen zunehmender Medienkonkurrenz
  • die veränderte Funktion von Bibliotheken
  • neue Erscheinungsweisen von Literatur jenseits der Schriftlichkeit (Hörbuch,
  • Streaming, Poetry Slam, Graphic Novel, Comic)
  • ein beispielloser Strukturwandel der Öffentlichkeit (gekennzeichnet durch Phänomene wie mediale Blasen, „Lügenpresse“, Verrohung sprachlicher Umgangsformen bis hin zur ‚hate speech“ und zum ‚shitstorm“, Proliferation von politisch, sozial und kulturell bestimmten Subkulturen usw.)
  • neue Kulturtechniken des Lesens und Sehens, des Interpretierens und Kommunizierens
  • neue Ökonomien der Aufmerksamkeit
  • der Verlust eines generationsübergreifend Kohärenz stiftenden Kanons in fast allen kulturellen Bereichen (Literatur, Musik, Kunst, Film).

Die nicht selten einseitig kritisch-ablehnende Haltung der „Digital Immigrants“ (wie die Generation der vor-digital Sozialisierten oft genannt wird) gegenüber den neuen Kultur-techniken, Einstellungen und Mediennutzungsgewohnheiten der „Digital Natives“ führt oft eher zu einem Klima des „Kulturkampfes“ als zu einem des generationsübergreifenden Dialogs. Doch mehr denn je gilt heute, dass Generationen voneinander lernen können und müssen. 

Die geplante Tagung verfolgt ein doppeltes Ziel: Sie will einerseits dazu beitragen, die angedeuteten Auswirkungen der digitalen Revolution für den Bereich Bildung und für das Verhältnis zwischen den Generationen genauer zu begreifen, und andererseits diskutieren, welche Möglichkeiten und Chancen sich bieten, den Übergang in die digitalisierte Gesellschaft für die jetzt 20-30jährigen in einer Weise zu gestalten, die einerseits mit dem Verantwortungsbewusstsein und dem pädagogischen Ethos der Digital Immigrants konform und andererseits geeignet ist, das Innovationspotenzial der Digital Natives effektiv zu entfalten.

Willkommen sind Beiträge, die sich dem Thema aus (bildungs-)soziologischer, pädagogischer, medientheoretischer oder kulturwissenschaftlich / kulturphilosophischer Perspektive nähern. Es versteht sich, dass dabei insbesondere Fragestellungen Berücksichtigung finden sollten, die für den (auslandsgermanistischen) Sprach-, Literatur- und Kulturunterricht von Bedeutung sind.

Die folgende Liste in Frage kommender Themenfelder erhebt keinerlei Anspruch auf Vollständigkeit. Beiträge zu anderen relevanten Problemstellungen sind ebenso willkommen. Insbesondere jüngere Kolleg*innen sowie Postgraduierte sind eingeladen, Themenvorschläge einzubringen.

  • Jugendkultur(en)
  • Medientheorie
  • Medienpädagogik
  • Veränderungen traditioneller Kulturtechniken des Lesens, Sehens, der hermeneutischen Analyse und des Kommunizierens
  • Verschiebung von Schriftlichkeit zu Bildmedien und Oralität
  • Zugänge zu neuen Medien (z.B. Computerspiel, TikTok,YouTube, Instagram)
  • Darstellung von Digital Natives in Literatur und Film
  • Analysen zur Kultur und Ästhetik sozialer Medien und zur Rolle alter und neuer kultureller Inhalte in sozialen Medien
  • Formen neuen Lehrens und Lernens
  • Medial bedingte Transformationen der Wissensgesellschaft (AI, Übersetzungs-programme, Verfügbarkeit des Weltwissens auf dem Handy, digitale Recherche-möglichkeiten, Formen vernetzten Forschens)
  • Verlust des Kanons als Herausforderung
  • „Kritisches Denken“ im Zeitalter von fake news, digitalem Kapitalismus, Influencern und Verschwörungstheoretikern
  • Umgang mit Geschichte – generationsspezifische Erinnerungskulturen – „Gegenwartszentrismus“
  • Probleme und Möglichkeiten des generationsübergreifenden Dialogs
  • Generationsspezifische Utopien und Dystopien

Vorschläge für 20-minütige Papers auf Deutsch oder auf Englisch sollten bis zum 30. September an h.schmidthannisa@universityofgalway.ie geschickt werden.

Organisation:

Dr. Deirdre Byrnes
Dr. Tina-Karen Pusse
Professor Hans-Walter Schmidt-Hannisa
Dr. Michaela Schrage-Früh

GSAI Annual Conference, Maynooth University 26-27 November 2021

This year’s conference is organised by the German Dept. at Maynooth and will be held online.

Blending in interkulturellen Kontexten

In modern society, almost every context can arguably be characterised as intercultural, requiring us as human beings to engage in reflection and blending as we engage in the iterative process of identity negotiation in constructing our ‘self’. This can also easily be seen in the diverse disciplines comprising fields of enquiry in German Studies in Ireland, ranging from literary, cultural and film studies through to Applied Linguistics, particularly given the necessity of supporting intercultural development as part of our students’ language learning journeys. The annual GSAI conference 2021 hopes to bring together Germanists nationally and internationally to exchange ideas on blending in intercultural contexts across the aforementioned sub-disciplinary boundaries to create a stimulating and fruitful forum for discussion.

Registration is here.

Virtual GSAI 2021 Recorded Sessions

Thanks to everyone who participated in our virtual conference this year! Below are recordings of some of the sessions (just click the links), and please also be sure to browse our virtual book table.

Joseph Twist (UCD) – Brown Spectres in the Black Spring: The Fall of the Wall and Memory Debates in Zafer Şenocak’s ‘Berlin vor dem schwarzen Frühling’ 

Meryem Choukri (Warwick) – Archives of Resistance: Feminist Alliances of Women of Color in Germany

Stephan Ehrig (UCD) – ‘It’s not the GDR, it’s the 90s that created an East German identity’: East Germans Reclaiming and Shifting Perspectives on 1989/90 (and beyond)

GSAI Virtual Conference Programme (26th Feb)

9.30Welcome from the Austrian Ambassador H. E. Dr. Thomas Nader and the German Ambassador H. E. Deike Potzel
10.00 – 11.30Panel 1 – Alternative Perspectives on German Reunification (Chair: Leila Essa)
Joseph Twist (UCD) – Brown Spectres in the Black Spring: The Fall of the Wall and Memory Debates in Zafer Şenocak’s ‘Berlin vor dem schwarzen Frühling’ 
Meryem Choukri (Warwick) – Archives of Resistance: Feminist Alliances of Women of Color in Germany
Stephan Ehrig (UCD) – ‘It’s not the GDR, it’s the 90s that created an East German identity’: East Germans Reclaiming and Shifting Perspectives on 1989/90 (and beyond)
11.30-12.00Break
12.00-13.30Panel 2 – Current Irish Research (Chair: Jürgen Barkhoff)
Rachel MagShamhráin (UCC) – A Kleist of One’s Own: Kleist’s Sister
Sandra Aline Wagner (MIC) – Lovecraft’s Cosmic Horror in the German pen-and-paper game FHTAGN
Caitríona Ní Dhúill (UCC) – Reading Austrian Literature in the Anthropocene
13.30-15.00Break
15.00-16.00AGM
16.00-17.00Virtual Launch of Germanistik in Ireland, Vol. 15 (2020): Zeitgenossenschaft/Contemporaneity by Anne Fuchs

GSAI Virtual Conference, 26th February 2021

Due to the pandemic, the GSAI conference has had to be postponed and it will take on an online format. The current plan is to have a one-day virtual conference on Friday 26th February 2021, with research papers in the morning, and the AGM and Yearbook launch in the afternoon. There will be no specific conference theme, but rather one panel on ‘Alternative Perspectives on the Fall of the Wall’ and one on ‘New Irish Research’.

The GSAI conference usually gives us the opportunity to catch up with colleagues and to hear the latest research in German Studies from across the island. This virtual conference aims to replicate this as best as possible, allowing us to keep in touch and stay connected in these uncertain times.

We will update you with a conference programme soon!

NB: Although there is no conference this year, and the next one is online, please do remember to pay your subscription for 2020. Bank details are on the website: https://germaninireland.wordpress.com/how-to-join/.

anyone4German.com – Resource for Teaching and Learning

anyone4german.com is a free-of-charge, non-commercial interactive workbook for learners of German. Regularly expanded and updated, it is easy to navigate and visually appealing with activities at levels A1 to C1 of the Common European Framework of Reference for Languages.

The activities go beyond simple multiple-choice and matching exercises and offer the learners as much support as possible. They are often based on authentic materials and are designed to promote an active engagement with the language, stimulate curiosity and foster greater competence. Cultural information about Germany is – wherever possible – included in the activities. The grammar explanations are geared towards the various language competency levels to avoid cognitive overload.

The website was created and is curated by Dagmar Fischer, who holds an MBS (Diplom-Kaufmann) from the University of Mannheim, Germany (1989), and an MA in German from University College Dublin, Ireland (1994). She has been teaching all levels of German to business, tourism, science and engineering students at Technical University Dublin (formerly Dublin Institute of Technology) since 1990. “Deutschland Erleben”, her German textbook for students in higher education in Ireland, was published by Gill & MacMillan Publishers, Dublin, in 2000.

Theses in Focus: ‘Self-presentation and Identity: German-Jewish Writing Today’ by Hanna Maria Rompf

The second installment of ‘Theses in Focus’ comes from Hanna Maria Rompf and her PhD thesis ‘Self-presentation and Identity: German-Jewish Writing Today’. She is a PhD candidate and Departmental Assistant in the Department of German Studies at Mary Immaculate College Limerick, where she is jointly supervised by Dr. Sabine Egger and also Prof. Dr. Sascha Feuchert (Justus Liebig University Gießen). Hanna was awarded her Magister Artium: German Literature, History of the Middle Ages and Early Modern History from the Justus Liebig University Gießen. Her broader research interests include contemporary literature, Holocaust literature, migration literature and Paratexts, and she has a publication forthcoming in this area entitled ‘Zeitgenossenschaft als Voraussetzung für politische Literatur. Dmitrij Kapitelmans Das Lächeln meines unsichtbaren Vaters’, set to appear in the 2020 edition of Germanistik in Ireland, which Hanna is also co-editing. Her theses was runner-up in the 2019 Women in German Studies Book Prize competition.

_____________________________________________________________

I have been interested in Jewish culture and history for a long time and the fact that I grew up near Frankfurt, which is home of the second biggest Jewish community in Germany, is a central factor. It strengthened my awareness of the events of the Shoah and of memory culture. I wrote my Master’s thesis about Holocaust literature and in particular about witness reports of Holocaust survivors and the depiction of history in their texts.

My fascination for contemporary Jewish literature started when I noticed that there is an increasing number of published texts by young writers with a Jewish background who cover questions of identity. Those writers undermine the public perception of contemporary Jewishness in Germany considerably and, most notably, create an image of a modern urban Jewish generation, which seeks to emancipate itself from its history and negotiate conventional cultural heritages as well as the role as victims in the German memory discourse. For instance, Max Czollek, who is spokesman of a Berlin-based group of Jewish artists, stimulated a controversial debate with his polemic appeal “Desintegriert euch!” (“Be disintegrated!”; Max Czollek, 2018).

I also realised that in many cases these writers came to Germany from the former Soviet Union and hence are part of the “Eastern turn” (Brigid Haines, 2008) in German literature. I became curious about how they deal with recent developments in society and with the Shoah as an event of memory culture. This group of authors, the so-called “Kontingentflüchtlinge” (quota refugees), migrated to Germany from the former Soviet Union in the 1990s and are, as a result of their specific cultural background, exceptional within German-Jewish writing. Due to their unique experience of living in a communist state, their approach to the Shoah and other historic events differs significantly not only from the memory culture in Germany but also from former generations of Jewish authors. Young writers such as Dmitrij Kapitelman, Kat Kaufmann or Olga Grjasnowa no longer consider the Shoah as the main impetus for their writing but, instead, life in the Jewish diaspora, their relationship to Israel and their sense of belonging to a multicultural world. My PhD project therefore investigates contemporary autobiographic novels of Jewish writers from the former Soviet Union and how they, through their respective works, represent their specific understanding of Jewish identity in their texts.

While working on the subject, I became aware of the fact that this group of writers not only writes prose but is, at the same time, active in other media. Given the emerging role of digital media, as Georg Franck argues, the cultural sector is more and more transforming into a commercial market, an “economy of attention” (Franck, 1998). Self-presentation in different media seems to play a significant role for those writers in order to generate such attention, but also to point out their specific perspective on intercultural experiences. My research up to date supports the idea that the so-called epitexts (Genette, 2001) are in a large extent part of a marketing strategy in order to establish a strong position in the Literarisches Feld (literary field; Pierre Bourdieu, 1992). Journalism and social media provide additional platforms in order to establish that image beyond literature. I would argue that such attempts of generating attention in public prove the ambivalence of the cultural sector, causing growing opportunities of self-presentation but simultaneously an increasing competitive pressure, and the writer’s refusal to participate in Germany’s Holocaust discourse. To ascertain how the depiction of this concept of an urban modern Jewishness is extended to other media is thus another main aspect of the project. 

My dissertation seeks to illustrate the changing nature of German-Jewish authorship as well as German-Jewish memory culture under the influence of global migration and digitalisation. It is thus the first study to undertake a comprehensive examination of the close interaction and correlation of intercultural as well as intermedia phenomena in the context of current German-Jewish writing. In view of migration and dislocation as an everyday reality, questions of belonging or identity are currently of a fundamental relevance in a wider European context. My research project enables me to participate in this contemporary discourse.

Remote Teaching & Learning Forum

As we manage the transition away from face-to-face and towards online teaching and learning, this forum will serve as a platform to share materials, ask for advice and discuss issues related to pedagogy and assessment.

https://germaninireland.createaforum.com/index.php

To participate, you just have to register for free, after which you can reply to posts and write your own.

Colleagues should also be aware of the similar initiative Digitale Lehre Germanistik, which might also be useful, especially for content modules.