Details
| Original language | German |
|---|---|
| Pages (from-to) | 22-45 |
| Number of pages | 24 |
| Journal | Zeitschrift für Geschichtsdidaktik |
| Volume | 18 |
| Issue number | 1 |
| Publication status | Published - Dec 2019 |
Abstract
Cite this
- Standard
- Harvard
- Apa
- Vancouver
- BibTeX
- RIS
In: Zeitschrift für Geschichtsdidaktik, Vol. 18, No. 1, 12.2019, p. 22-45.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - Liminale Räume und osmotische Grenzen: der »Orient« zwischen »Großem Spiel« und 9/11
T2 - Transkulturelle Betrachtungen
AU - Huneke, Friedrich
PY - 2019/12
Y1 - 2019/12
N2 - In the period between the »Great Game« and the crusading rhetoric during the »War on Terror« following 9/11, Afghanistan constituted a contact zone. While a militant Social Darwinism became an influential ideology in England, the discourse of jihad emerged as part of anticolonial resistance. Historical novels such as Kim (R. Kipling) or K. May’s Orientzyklus that belonged to the »Archive of Orientalism « (E. Said) draw our attention at the same time to fractures within the orientalist discourse, as a transcultural analysis shows. Similarly, a transnational view of historical photo essays from the reform period (1927–28) in Afghanistan testifies to diverse modes of reception. This article argues for the usefulness of recasting the paradigm of intercultural learning derived from social pedagogy in the light of the methodological insights of Transcultural Studies with a view to enriching history learning through a more nuanced variety of transcultural processes.
AB - In the period between the »Great Game« and the crusading rhetoric during the »War on Terror« following 9/11, Afghanistan constituted a contact zone. While a militant Social Darwinism became an influential ideology in England, the discourse of jihad emerged as part of anticolonial resistance. Historical novels such as Kim (R. Kipling) or K. May’s Orientzyklus that belonged to the »Archive of Orientalism « (E. Said) draw our attention at the same time to fractures within the orientalist discourse, as a transcultural analysis shows. Similarly, a transnational view of historical photo essays from the reform period (1927–28) in Afghanistan testifies to diverse modes of reception. This article argues for the usefulness of recasting the paradigm of intercultural learning derived from social pedagogy in the light of the methodological insights of Transcultural Studies with a view to enriching history learning through a more nuanced variety of transcultural processes.
KW - Geschichtsdidaktik
KW - Transkulturation
KW - Orientalismus
KW - Afghanistan
KW - Karl May
U2 - 10.13109/zfgd.2019.18.1.22
DO - 10.13109/zfgd.2019.18.1.22
M3 - Artikel
VL - 18
SP - 22
EP - 45
JO - Zeitschrift für Geschichtsdidaktik
JF - Zeitschrift für Geschichtsdidaktik
IS - 1
ER -