Institut für Anglistik/Amerikanistik
Refine
Year of publication
Document Type
- Doctoral Thesis (11)
- Article (3)
- Book (1)
Has Fulltext
- yes (15)
Is part of the Bibliography
- no (15)
Keywords
- Kanada (4)
- Identität (3)
- - (2)
- Canada (2)
- EFL classroom (2)
- Englischunterricht (2)
- Métis (2)
- identity (2)
- African-Canadian literature (1)
- Afro-kanadische Literatur (1)
Institute
Publisher
- De Gruyter (2)
- Palgrave Macmillan (1)
- wbg (1)
The Syilx Okanagan environmental ethic is a philosophy expressed in the practice of Indigeneity as a social (cultural) paradigm and is identified by an inter-reliant experience in the land, as demonstrated in land-use practice which is shaped by the land’s realities as observed, learned and communicated to succeeding generations. Syilx Okanagan Indigeneity reflects an epistemology that optimum human wellbeing cannot be achieved through a human centered ethic but must focus on the optimum ability for the environment to regenerate itself. Syilx Okanagan stories convey the social experience and act as a records system to preserve, maintain and transfer the knowledge of the land. On one level, captikwl contain essential specific environmental knowledge as an oral documentation method, while on another level, as literature, captikwl reconstructs the ethos of interdependency specific to the ecology of the Syilx Okanagan territory through reenactment of nature’s interactions. captikwl in the Nsyilxcen language mimics the dynamic aspects of nature’s required regenerative principles to each succeeding generation, and acts as a feed-back loop reconstructing the social paradigm as an environmental ethic. captikwl might be seen as a distinctly Indigenous human adaptive response scheme within a natural system as it constructs the Syilx Okanagan world and results in behavior with sustainable outcome in the environment. captikwl is a distinct oral artistry that must be read through a literary framework cognizant of oral memory device, structure and Syilx Okanagan context. Okanagan author Morning Dove’s collection of Okanagan stories, as well as, the Mattina and DeSautel bilingual collections and other original version captikwl were consulted. Captikwl demonstrates the concept of tmixw which better translates as a life-force. The word for land is tmxwulaxw, which translates better as a life-force-place, rather than land as location or ecology type. Syilx society demonstrates an “ecological conscience” as the common text through captikwl which is enacted in their social institutions in the manner theorized by respected American conservationist Aldo Leopold, as desirable to achieve within society. The Syilx environmental ethic, rather than a sustainable human ethic of utility, is a willingness to live within a strict imperative to continuously sustain a unity of existence through societal knowledge and reverent practice of respect toward all life-forms. The Syilx environmental ethic diverges from ecocentrism, as articulated by Callicott, in recognizing a fundamental distinction between non-life forms and life forms, in their ability for self-regeneration through inter-reliance, as the focus for delineating moral considerability. The Syilx environmental ethic differs from biocentrism, as articulated by Taylor, in recognizing moral considerability as resting with the on-going life form which is capable of regeneration within its ecology, rather than the singular biological unit. The Syilx environmental ethic also differs from the concept of the ethics of place, as articulated by Berthold-Bond and characterized as an ethical bioregional human utility of a location. Tmixw is the life-force which makes up the tmxwulaxw or life-force-place and the humans are only “placed” as a life-force themselves through Indigeneity as a social paradigm within a criteria of full reciprocity in the regeneration of all life forms of a place. The Syilx environmental ethic also differs from the ethic of sustainability proposed by Daly as a steady state economic model of human utilitarianism, in the positioning of nature treated as capital, to be prudently developed in a way that off-sets depletions of renewable and non-renewable resources in meeting human requirements. The Syilx Okanagan view of economy, while structurally a sustainability model, does not construct value based on human utility as a defining line in decision-making as to which life forms are to be devalued and displaced. Syilx Indigeneity is guided through a societal dialogue practice of Enowkinwixw, a process of decision-making structured to include living within the requirements of the land to fully regenerate. Syilx Okanagan Indigeneity frames an environmental ethic from a tmixwcentric position and offers a model proposing an ethic of re-indigenization as a path to sustainability. The thesis proposes a common text for human society in the form of such literatures, since literature is widely accessible, which demonstrate, imbed and advocate a regenerative land ethic towards the re-indigenization of place.
1. "Sole or Whole" – Quilting the Racialized Subject Calgary feminist and scholar Aruna Srivastava tackles the complex question of what it means to be "mixed-race/mixedblood/halfbreed/mestizo/hybrid/hyphenated?" in her editorial to Hyphe Nation (1996). In response to her question, this study of contemporary African-Canadian literature suggests that mixed-race Canadians are often constructed as the Other in Canadian society. In consequence, constructions of "racial hybridity" in African-Canadian literature usually aim at carving out a space that doesnt marginalize "racial" mixing but eviscerates restrictive Manichean constructions of identity in order to promulgate concepts of wholeness and self-definition. In consequence, African-Canadian mixed-race writers create hybrid identities that are infinite, multilayered, fragmented and yet whole. They reflect the processes of shifting, overlapping and re-creation in the process of creating identity and can hence be read as representations of complex, de-central, non-hierarchical identities. They are quilting multidimensional racialized subjects. 2. Signifying the In-Between: "Race", "Racial Hybridity" and Questions of Belonging "Race" is not a biological category. Rather it represents a social construction predicated upon the interpretation of difference. It was designed to establish, justify or perpetuate hegemonic social structures and is adherent to the principle of white supremacy. Contemporary "race" theory often neglects the experiences of racially mixed individuals because it fails to offer flexible models of identity in which bi- and multiracial people find themselves represented. This thesis argues in favor of a poetics of difference that accepts and recognizes the heterogeneity of subjectivities while taking into consideration the various dimensions of class, gender, sexuality and ethnicity. Accordingly, constructions of racial hybridity in contemporary African-Canadian literature demonstrate that racism must be acknowledged as an ideology in which people believe and upon which people act. Thus identities often bear the stamp of various histories of resistance and domination, while tackling the question of belonging and re-defining Canadianness. 3. African-Canadian Borderlands References to interracial contacts and the existence of bi- and multiracial people have been omitted from the official founding narratives of the Canadian nation. African-Canadian writers have therefore been successful chroniclers of the past and filled blanks in Canadian historiography in order to shed light on hitherto repressed or erased knowledge. Part of this process is also the inscription of the mixed-race experience into Canadas past. Along this line, bi- and multiracial Canadians often criticize that the state-proclaimed policy of multiculturalism fails to take their manifold racial and ethnic subjectivities into account. 4. "From Sole to Whole" – African-Canadian Mixed-Race Poetics Mixed-race characters in US-American literature often appear in the literary motif of the "tragic mulatto" and it is often implicitly suggested that the bi- or multiracial protagonist is categorized as black. In contrast, African-Canadian constructions of racial hybridity less frequently adhere to the stereotype of the "tragic mulatto" and leave more space for employing alternative modes of racial and ethnic identification. Canadian writers of mixed descent have created a mixed-race poetics that calls attention to contexts, relationships, intersections and wholes. They encourage sites of inclusiveness, incessant shifting and discontinuity in the process of constructing identities. Nevertheless, modes of identification among racially hybrid writers in Canada vary, ranging from detesting whiteness to claiming a Black Nationalist stance. In general, however, they support the idea of fluid and flexible identities. The answer to the initial question of Srivastava is hence given by a vast variety of African-Canadian subject positions. An essentially "black" or "racially mixed" Canadian subject does not exist. Instead, constructions of racial hybridity in African-Canadian literature offer a holistic view of identity and aim at re-conceptualizing the various senses of self and community in Canada. This strategy provides a significant means of self-empowerment and self-reclamation – making racially mixed African-Canadians "whole" instead of "sole".
In der zu Grunde liegenden Dissertationsschrift wird ein interkulturell fokussiertes Universitäts- und Schulprojekt, welches seinen Schwerpunkt auf die Behandlung der kanadischen Ethnie der „Métis“ legt, fachdidaktisch beschrieben, erörtert und ausgewertet. Grundlage der Untersuchungen war ein im Jahr 2005 veröffentlichtes multimediales, multikulturelles und interdisziplinäres Lehrwerk, das PEMA Program, welches als erstes seiner Art von der Métis Autorin Rene Inkster für kanadische Grundschulen entwickelt wurde. Trotz der Ausrichtung der Lehrmaterialien auf den Elementarbereich und damit einer zu erwartenden „Altersdiskrepanz“, konnte mit Hilfe der empirischen Untersuchungen die entsprechende Adaptation der Unterrichtsmaterialien als empfehlenswert für interkulturelles Lernen im Englischunterricht der Mittelstufe des deutschen Gymnasiums herausgestellt werden. Darüber hinaus verfolgt die Dissertation eine Argumentationslinie, die einen auf Inhalte ausgerichteten Englischunterricht in der Sekundarstufe I als lohnenswerte Alternative beziehungsweise parallelen Ansatz neben einem auf Sprachvermittlung zentrierten Sprachunterricht etablieren möchte. Im Zuge dessen wird im Rahmen der fachdidaktischen Beleuchtung der Begriffe „interkulturelles Lernen“, „interkulturelle Kompetenz“ und der klassischen „Landeskunde“ untersucht, inwiefern eine Dependenz beziehungsweise Opposition der zuvor genannten Begriffe in der Fachdidaktik Englisch etabliert ist. Die Untersuchungsergebnisse und die fachdidaktische Tiefenanalyse der Dissertationsschrift konstituieren die Landeskunde als weiterhin legitimen Eckpfeiler des Englischunterrichts in der Mittelstufe an deutschen Gymnasien und widersprechen den im fachdidaktischen Diskurs hervorgebrachten Zweifeln bezüglich der Rechtmäßigkeit und Aktualität derselben. Das Thema Kanada und im Speziellen die marginalisierten „Métis“, eine der drei indigenen Volksgruppen Kanadas, wird durch die Dissertation als wertvoller Inhalt des Englischunterrichts herausgestellt. Darüber hinaus wird argumentiert, dass sich im Englischunterricht des deutschen Gymnasiums der Sekundarstufe I durch die Dominanz der Lehrwerke ein Kulturkanon bezüglich der (ziel-)kulturellen Inhalte verfestigt zu haben scheint, der nur durch praktikable, an der Unterrichtswirklichkeit orientierter Unterrichtsreihen, wie es das vorliegende Forschungsprojekt darstellt, aufzubrechen ist. Nur so können weitere wichtige Zielkulturen des Englischunterrichts, wie es Kanada ohne Zweifel darstellt, ihren Weg in die praktische Umsetzung des Englischunterrichts in der Mittelstufe des deutschen Gymnasiums finden. In der Dissertation wird neben dem zielkulturerweiternden Plädoyer ebenso das entkolonialisierende Moment eines auf weitestgehend authentischen Lehrmaterialien über indigene Kulturen Nordamerikas basierenden Englischunterrichts vor Augen geführt. Der Einsatz der PEMA Program Adaptation leistet demnach in seiner umfangreichen Betrachtung einer marginalisierten, indigenen Ethnie Kanadas einen Beitrag zur Entkolonialisierung und Entkräftung von Stereotypen. Mit Hilfe praktischer Beispiele wird gezeigt, wie das deutsche „Indianerbild“, genährt durch das deutsche Phänomen der „Indianertümelei“, einem durch LUTZ geprägten Begriff, auch Lehrwerke des Englischunterrichts zu dominieren scheint beziehungsweise die Unterrepräsentation oder gar Abwesenheit indigener Inhalte in Lehrwerken für den Englischunterricht der Mittelstufe Anlass zum Handeln geben. Abschließend werden praktikable Alternativen und Erweiterungsmöglichkeiten hinsichtlich der Implementierung von Inhalten über die Métis im Verlaufe der Mittelstufe und gymnasialen Oberstufe gegeben.
Lernstil, Lern(er)typ oder auch Intelligenztyp sind verbreitete Begriffe innerhalb des pädagogischen Diskurses über effektive Möglichkeiten der Förderung der Schülerinnen und Schüler sowie der Entwicklung individueller Fähigkeiten. Verschiedene Modelle und Theorien zur Thematik (Vester 1975, Allinson/ Hayes 1996, Vermunt 1992, Herrmann 1989, Gardner 1982) werden untersucht und mit weiterführenden Ansätzen wie dem ganzheitlichen Lernen oder der emotionalen Intelligenz in Verbindung gebracht. Auch Ergebnisse aus der Gehirnforschung geben Hinweise auf einen erfolgreichen Lehr-/ Lernprozess. Eine Untersuchung der Bildungspläne hat ergeben, dass der Unterricht in den deutschen Bundesländern an die individuellen Lernvoraussetzungen bzw. Lernertypen angepasst sein soll. Zur Analyse des Beitrages des „Primary and Elementary Métis Awareness Programm“ (Inkster 2006) zum ganzheitlichen und lernertypengerechten Unterricht wurden insbesondere die Ansätze und Messinstrumente von Armstrong (1994) und Gardner (1982) (Theorie der multiplen Intelligenzen) angewandt. Die Aussagekraft der Untersuchungsergebnisse soll durch eine Kombination von quantitativen und qualitativen Messmethoden erhöht werden. Die Auswertungen zeigen, dass das Lehr-/ Lernprogramm von Rene Inkster (kanadische indigene Pädagogin, Künstlerin, „Elder“ und Autorin) über Materialien für die verschiedenen Lernertypen verfügt. Die Erhebungen dieser Studie zielten auf die Untersuchungen von alters- und geschlechtsspezifischen Aspekten ab. Die Untersuchungen an Schülerinnen und Schülern der Jahrgangsstufen 7 und 9 an deutschen Gymnasien konnten nicht nachweisen, dass die Lernenden Aktivitäten/ Materialien entsprechend ihrer individuellen Lernertypenprofile bevorzugen. Allerdings zeigten die Untersuchungen, dass eine erhöhte Motivation aufgrund der ganzheitlichen und lernertypenorientierten Konzeption des „Primary and Elementary Métis Awareness Program“ erreicht werden konnte. Dies trifft inbesondere auf die Probanden der Jahrgangsstufe 7 zu.
Abstract
This article compares the use of calques modelled on anglicisms in different European languages, especially Spanish and German, which do not only show structural differences (e.g. with regard to the use of noun-noun compounds, which are more common in German) but also reflect different attitudes towards English. Aspects covered range from the factors generally favouring the coinage of such replacive forms, to the reasons for the emergence of different types of calques, to variations in their use and challenges concerning their identification. To unravel the main patterns and trends in calquing, this study includes numerous examples from written and oral language, i.e. items of different register affiliation, age, length, and semantic transparency. On a theoretical level, the article incorporates findings from the fields of lexicology, contact linguistics and sociolinguistics.
Abstract
This brief discussion paper is concerned with the sequence [have NP Vpp] and its distinction into a causative and a passive construction, which hinges on the (non-)agentivity of the subject participant, so that the sequence can be seen as ambiguous in that respect. Instead of analyzing these uses as two different constructions, I propose a unified analysis as instances of the affactive construction. This construction has the functional potential of putting primary focus on secondary participants, so-called afficiary participants. The potential ambiguity with regard to the agentivity of these participants is not an issue in usage, as it is only evoked as part of the conceptual content in the background.
Until today most social, historical and cultural studies of the American postwar era have contributed to the myth of a relatively homogeneous society and culture. Even though they understood these years as a turning point for modern American society, they failed to encompass the polyvalence and heterogeneity of American society. Focussing mostly on white and middle class males, these studies formed a onedimensional picture of sociocultural conformity, a picture in which issues of gender, race and class were largely absent. Crossing the boundaries of feminist, cultural and historical studies this dissertation starts from identifying the gaps and problems in current academic research. Those sociopolitical structures that affected non-white women are then juxtaposed with the dominant postwar discourse of womanhood. The literary texts by women of color show them grappling with the conflicting demands of socioecnomic realities and pervasive role definitions. On the surface these literary interventions seemed to submit to dominant ideologies while opposing them at the same time. Thus they are both anticipatory and antagonistic. The dissent and criticism in writings by women of color seem to have become a catalyst for the deep social transformations in the following decades.
The thesis develops a scholarly-artistic modular method of analysis for literary studies, film studies and comic studies. Artistic modules of analysis are combined with established research methods used by the humanities on order to deepen the level of understanding of the analysed comic/literary/cineastic work. Martin Rowson's comic adaptation of Laurence Sterne's novel "The Life and Opinions of Tristram Shandy, Gentleman" is analysed with the scholartistic method and treated as an addative literary adaptation.
Bloody Beaut’ Blue: Australisches Englisch und die Konzeptualisierung des Australischen Ethos
(2005)
Die Dissertation basiert auf der Theorie der Kulturellen Linguistik (Palmer, 1996), der Analyse empirischer Daten des heutigen australischen Englisch als auch historischer Daten, welche die Entwicklung des australischen Englisch wiederspiegeln. Das Ziel der Dissertation ist es, Licht auf die Frage zu werfen, inwieweit die Sprache und das Ethos der Sprachgemeinschaft, welche diese Sprache spricht, einander beeinflussen und spiegeln. Die untersuchten Merkmale betreffen die sehr häufig im australischen Englisch anzutreffenden linguistischen Besonderheiten: Analogien, Rhyming Slang, Diminutive, Flüche aber auch prosodische Sprachaspekte. Die Natural Semantic Metalanguage (NSM) (Wierzbicka) wird als grundlegendes Vergleichselement zwischen Sprache und Ethos hinzugezogen.