Suchergebnisse

'Trotz einer bald 50-jährigen (Nachkriegs-)Geschichte als Zielland von ArbeitsmigrantInnen und Flüchtlingen ist das Verhältnis von in Österreich lebenden MigrantInnen und deren Nachkommen zur österreichischen Geschichte bisher nicht thematisiert worden. Ob ihr historisches Bewusstsein hauptsächlich vom Kontext ihres Herkunftslandes oder des Einwanderungslandes bestimmt wird, darüber wissen wir wenig. Auf Grundlage einer umfangreichen Fragebogenerhebung unter SchülerInnen in Wien wird untersucht, inwiefern sich das historische Bewusstsein von Jugendlichen mit und ohne Migrationshintergrund voneinander unterscheidet und ob bestimmte österreichische Geschichtserzählungen von Jugendlichen mit Migrationshintergrund als eigene oder fremde Geschichte wahrgenommen werden und identitätswirksam sind. Darüber hinaus wird analysiert, welche gesellschaftliche Instanz die Deutungshoheit über historische und politische Themen innehat, und es wird nach dem Verhältnis von territorialen Zugehörigkeitsgefühlen und historischem Bewusstsein gefragt.' (Autorenreferat)

Abstract

Multiculturalism and The Arts in European Cities, Marco Martiniello (ed.) (2014)
London and New York: Routledge, 120 pp., ISBN-13: 978-1138689923,
ISBN-10: 1138689920, h/bk, 110$; p/bk, 42$


Artifacts and Allegiances: How Museums put the Nation and the World on Display, Peggy Levitt (2015)
Oakland, California: University of California Press, 244 pp.,
ISBN: 9780520286078, p/bk, £24.95

Street names in city maps may be interpreted as traces of memory practices and politics, and can clearly be identified as the products of hegemonic norms and values of a given time and place. In the following article we describe a project-oriented teaching unit for secondary school students. In the course of the project, students are instructed to research either their school or residential neighborhoods, looking at the persons and events commemorated and written into the city. These toponymic inscriptions can be analyzed by studying the naming practice of streets and squares. Which people and events are remembered and which are forgotten? Do these events and people indicate processes of social inclusion, exclusion, marginalization, and discrimination? Investigating naming practices will be the starting point for the students to develop their own naming suggestions, as well as encouraging their active engagement in further negotiation processes regarding naming practices in their towns and villages. The teaching proposal is based on the idea of a geography teaching that educates politically, and meets the requirements of a critical topography approach (VIELHABER 2012). Students will also gain experience in aspects of a critical map reading competence (GRYL 2009) and the work can also be situated within the context of critical place-name studies (ROSE-REDWOOD 2009).

Street names in city maps may be interpreted as traces of memory practices and politics, and can clearly be identified as the products of hegemonic norms and values of a given time and place. In the following article we describe a project-oriented teaching unit for secondary school students. In the course of the project, students are instructed to research either their school or residential neighborhoods, looking at the persons and events commemorated and written into the city. These toponymic inscriptions can be analyzed by studying the naming practice of streets and squares. Which people and events are remembered and which are forgotten? Do these events and people indicate processes of social inclusion, exclusion, marginalization, and discrimination? Investigating naming practices will be the starting point for the students to develop their own naming suggestions, as well as encouraging their active engagement in further negotiation processes regarding naming practices in their towns and villages. The teaching proposal is based on the idea of a geography teaching that educates politically, and meets the requirements of a critical topography approach (VIELHABER 2012). Students will also gain experience in aspects of a critical map reading competence (GRYL 2009) and the work can also be situated within the context of critical place-name studies (ROSE-REDWOOD 2009).

Street names in city maps may be interpreted as traces of memory practices and politics, and can clearly be identified as the products of hegemonic norms and values of a given time and place. In the following article we describe a project-oriented teaching unit for secondary school students. In the course of the project, students are instructed to research either their school or residential neighborhoods, looking at the persons and events commemorated and written into the city. These toponymic inscriptions can be analyzed by studying the naming practice of streets and squares. Which people and events are remembered and which are forgotten? Do these events and people indicate processes of social inclusion, exclusion, marginalization, and discrimination? Investigating naming practices will be the starting point for the students to develop their own naming suggestions, as well as encouraging their active engagement in further negotiation processes regarding naming practices in their towns and villages. The teaching proposal is based on the idea of a geography teaching that educates politically, and meets the requirements of a critical topography approach (VIELHABER 2012). Students will also gain experience in aspects of a critical map reading competence (GRYL 2009) and the work can also be situated within the context of critical place-name studies (ROSE-REDWOOD 2009).

Examines the migration potential in the Czech Republic, Hungary, Poland, & Slovakia, using 1996 survey data from 4,392 persons. Results indicate that all scenarios that predict an imminent exodus of people from East & Central Europe are exaggerating the real dimension of East-West migration. The migration potential in the four countries investigated here is between 700,000 & (potentially) 4 million persons, higher than the numbers foreseen by the law for annual immigration to Austria & the Federal Republic of Germany & higher than the numbers thought politically acceptable. Principal information concealing the demographic & social structure of the people who are willing to leave their country & planning a stay in Western Europe is given.