Initiated by the IMAFREDU research project of Dr. Elina Marmer, last year a collective of authors, among others with the participation of glokal, developed a “Racism Critical Guide for Reflecting on Existing and Creating New Didactic Teaching and Learning Materials for School and Out-of-School Educational Work on Blackness, Africa and the African Diaspora”. It is now available digitally and will soon be available in print.
The urgency of a racism-critical revision of school educational materials was highlighted in a textbook study Migration and Integration published in March by the Federal Government Commissioner for Migration, Refugees and Integration, Minister of State Aydan Özoğuz. The study shows a great need to catch up in the production of textbooks in many areas. for example, in the representation and address of the German migration society:
“Thus, a key finding is that in the textbooks analyzed, migration is primarily problematized as conflictual as well as crisis-ridden. The approach of presenting migration-based diversity as normality is rarely found.” Continue reading
A joint working group of the German Federal Ministry for Economic Cooperation and Development (BMZ) and the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany (KMK) published the Orientation Framework for Global Development Education in 2007. This has emerged in recent years as a frame of reference for (extra-) school activities of Global Learning and Education for Sustainable Development. In the last two years, the orientation framework has been revised and expanded by the working group, but without criticisms v.a. from postcolonial and migrant-diasporic perspectives, which have been repeatedly a.o. on joint panel participations, inquiries, publications on power- and racism-critical analyses to the current orientation framework were brought in. Now, since mid-July 2014, the revised version of the orientation framework has been available for public discussion on the Internet.
Last year, two glokal members participated in a roundtable on “What Do We Teach?”. How Do We Teach It? Critical Pedagogies and World Politics” at the International Studies Association Annual Convention in San Francisco, USA. The event resulted in a collection of publications that has now been published in the journal Critical Studies on Security. Here you can find the abstract of our article “(In)Security in postcolonial development education in Germany” (unfortunately it is not freely available, but only for much, much money).
For all those who are interested in looking beyond the German discussion, the new blog that Prof. Vanessa de Oliveira Andreotti has started might be interesting: Postcolonial Studies in Development and Global Education. It is intended to serve as an international network of scholars and practitioners working on postcolonial perspectives on development cooperation and global learning and is open to active participation.