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Poesie ermöglicht Zugänge : Potenziale deutschsprachig-muslimischer Lyrik für Unterricht und Praxis
(2023)
Nach einem kurzen Überblick über die Entwicklung und die Grundfragen der Phraseodidaktik in den letzten Dekaden sowie über ausgewählte Beiträge zu Phrasemen in Lehrwerken widmet sich der Beitrag einer Fallstudie anhand des 2017 erschienenen Lehrwerks Aspekte neu. Dabei wird auf vier Fragen eingegangen: Es wird untersucht, wie auf Phraseme referiert wird. Des Weiteren werden die Nennformen einer kritischen Analyse unterzogen. In einem dritten Schritt folgt die Beschreibung und kritische Betrachtung der phrasembezogenen Übungstypen. Schließlich wird die Frage beantwortet, ob die methodisch-didaktische Aufbereitung von Phrasemen die Erkenntnisse und Maximen phraseodidaktischer Forschung, konkret die Methode des phraseodidaktischen Vierschritts reflektiert.
In "Jagd oder die Kultivierung der Gewalt: Tierethische Sensibilisierung anhand der Filme 'Die Spur' und 'Auf der Jagd'" ("Hunting or the Cultivation of Violence: Sensitizing Students to Animal Ethics using the Films 'Spoor' and 'On the Hunt'"), Björn Hayer proposes an intervention that allows students to understand hunting as a cultural practice and its representation in contemporary film, and to develop greater compassion for nonhuman animals. Arguing that it is possible to relate the cognitive and affective educational goals listed in several secondary school curricula with the objectives of HAS as defined by Gabriele Kompatscher, Hayer sketches a teaching sequence that focuses on two texts featuring hunts: Agnieszka Holland's "Pokot" ("Spoor", the 2017 screen adaptation of Olga Tokarczuk's novel "Drive Your Plow Over the Bones of the Dead") and Alice Agneskirchner's 2018 documentary "Auf der Jagd". Framing his nuanced readings of these two films with recent debates on hunting and animal ethics, Hayer shows that this approach allows secondary school students to develop a better understanding of cinematography. In addition, students also discover how cinematic animals can be used to elicit different cognitive and affective responses that may lead to the development of an ethical regard for nonhuman animals. Contributing to both the literature on animals in film and on related pedagogies, Hayer proposes an approach that could easily be implemented both in secondary schools and in various other educational contexts and settings.
Roman Bartosch assesses the pedagogical potential of literature and the role of literary studies in an age of climate change, biodiversity loss, environmental destruction and degradation, and animal death and suffering. As he points out, these developments and students' responses to these various crises have received little or no attention in most educational contexts. Furthermore, many of today's curricular goals are essentially useless and meaningless for students facing an uncertain future. Bartosch asks us to reconsider what education could and should be in the Anthropocene, to acknowledge students' needs, and to reflect on why and how we teach literature and literary HAS in particular. As he also shows with his reading of Max Porter's novel "Grief Is the Thing with Feathers" (2015), engaging with literary and cultural animals can be a means to "[cultivate] an interest in acts of relating animality and textuality in ways that open up ambiguity and, thus, imaginative spaces for potential conviviality and flourishing." In contrast to the current emphasis on competencies, solutions, and teleological thinking, this kind of learning, Bartosch suggests, "is geared toward bearing witness, ruminating on its meanings, and thus repositioning oneself within a larger web of ecological and semiotic diversities under threat." Teaching literary HAS and emphasizing "[c]apabilities, resilience, and multispecies flourishing," then, could be important means of preparing students for the uncertain and perilous times ahead.
In light of the dramatic growth and rapid institutionalization of human-animal studies in recent years, it is somewhat surprising that only a small number of publications have proposed practical and theoretical approaches to teaching in this inter- and transdisciplinary field. Featuring eleven original pedagogical interventions from the social sciences and the humanities as well as an epilogue from ecofeminist critic Greta Gaard, the present volume addresses this gap and responds to the demand by both educators and students for pedagogies appropriate for dealing with environmental crises. The theoretical and practical contributions collected here describe new ways of teaching human-animal studies in different educational settings and institutional contexts, suggesting how learners - equipped with key concepts such as agency or relationality - can develop empathy and ethical regard for the more-than-human world and especially nonhuman animals. As the contributors to this volume show, these cognitive and affective goals can be achieved in many curricula in secondary and tertiary education. By providing learners with the tools to challenge human exceptionalism in its various guises and related patterns of domination and exploitation in and outside the classroom, these interventions also contribute to a much-needed transformation not only of today's educational systems but of society as a whole. This volume is an invitation to beginners and experienced instructors alike, an invitation to (re)consider how we teach human-animal studies and how we could and should prepare learners for an uncertain future in, ideally, a more egalitarian and just multispecies world.
In light of the dramatic growth and rapid institutionalization of human-animal studies in recent years, it is somewhat surprising that only a small number of publications have proposed practical and theoretical approaches to teaching in this inter- and transdisciplinary field. Featuring eleven original pedagogical interventions from the social sciences and the humanities as well as an epilogue from ecofeminist critic Greta Gaard, the present volume addresses this gap and responds to the demand by both educators and students for pedagogies appropriate for dealing with environmental crises. The theoretical and practical contributions collected here describe new ways of teaching human-animal studies in different educational settings and institutional contexts, suggesting how learners - equipped with key concepts such as agency or relationality - can develop empathy and ethical regard for the more-than-human world and especially nonhuman animals. As the contributors to this volume show, these cognitive and affective goals can be achieved in many curricula in secondary and tertiary education. By providing learners with the tools to challenge human exceptionalism in its various guises and related patterns of domination and exploitation in and outside the classroom, these interventions also contribute to a much-needed transformation not only of today's educational systems but of society as a whole. This volume is an invitation to beginners and experienced instructors alike, an invitation to (re)consider how we teach human-animal studies and how we could and should prepare learners for an uncertain future in, ideally, a more egalitarian and just multispecies world.
Mudando o ritmo das aulas de alemão como língua adicional por meio de músicas e mídias digitais
(2021)
O presente artigo tem o objetivo de discutir e descrever estratégias didáticas durante a realização de um projeto de música em uma disciplina de língua alemã como língua adicional (LA) em contexto universitário. Tendo em vista a importância da inclusão de Tecnologias de Informação e Comunicação (TICs) no ensino de LAs, bem como da promoção do pensamento crítico-reflexivo, focado nos interesses e necessidades da(o)s aluna(o)s de Letras, o projeto de música foi realizado na plataforma Kahoot. Concluímos que as atividades contribuíram para o processo de ensino e aprendizagem em língua alemã, assim como para uma participação mais ativa e crítica por parte da(o)s estudantes.
Die durch die Covid-19-Pandemie bedingte Umstellung der Präsenzlehre auf digitale Lehr- und Lernformate stellte Lehrende und Studierende gleichermaßen vor eine Herausforderung. Innerhalb kürzester Zeit musste die Nutzung von Plattformen und digitalen Tools erlernt und getestet werden. Der Beitrag stellt exemplarisch Dienste und Werkzeuge von CLARIAH-DE vor und erläutert, wie die digitale Forschungsinfrastruktur Lehrende und Studierende auch im Rahmen der digitalen Lehre unterstützen kann.