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Träfflista för sökning "WFRF:(Hille Almut Prof. Dr.) "

Search: WFRF:(Hille Almut Prof. Dr.)

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1.
  • Henryson, Hanna, 1986- (author)
  • Gentrifiktionen : Zur literarischen Verarbeitung der Gentrifizierung in deutschsprachigen Berlin-Romanen nach 2000
  • 2020
  • Doctoral thesis (other academic/artistic)abstract
    • Since the fall of the Berlin Wall, gentrification has restructured the urban fabric of the German capital profoundly. Although gentrification is one of the most widespread and controversial urban processes in many parts of the world today, literary discourses on gentrification remain under-studied.This study investigates literary representations of gentrification in Berlin after 2000. Gentrification is here understood as a gradual transformation of a low-status city district into an (upper) middle-class area, resulting in a degree of indirect or direct displacement of the established lower-status population. The competition between social groups and individual actors to obtain power over urban space is therefore an inherent feature of gentrification.The aim of this study is to connect existing sociological research on gentrification with literary analysis of character perspectives on the process. The theoretical framework is therefore derived from narratology as well as sociology, especially Pierre Bourdieu’s research on social inequality. Representations of characters and their (re-)actions when confronted with typical aspects of gentrification such as (the threat of) displacement from their homes are at the center of this interdisciplinary approach.The analysis is built around the novels Kress by Aljoscha Brell (2015), Teil der Lösung by Ulrich Peltzer (2007), Der amerikanische Investor by Jan Peter Bremer (2011) and Walpurgistag by Annett Gröschner (2011). Their (main) characters correspond to different actors and stakeholders in the gentrification process: the so-called ‘pioneers’, the potential gentrifiers, the ‘financifiers’ and long-time residents (in some cases recently displaced). This selection of texts enables a discussion of a multitude of perspectives on the possibilities and difficulties facing different gentrification actors.One major finding of the analysis is the over-representation of a narrative perspective that belongs to a West German, middle-class creative worker with small financial means but substantial cultural capital. In contrast, perspectives of East Germans, members of the working class or migrants are marginalized. The character constellations of the analyzed gentrification narratives are thus partly standardized and tend to attribute certain roles to the same sets of actors. In a final chapter, these results are also found to apply to many other literary representations of gentrification in Berlin.
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2.
  • Marx Åberg, Angela, 1971- (author)
  • Lesefreude und Lernerorientierung : Eine Untersuchung von Lehrerentscheidungen beim Lesen eines Romans in einer Schülergruppe im schwedischen Unterricht Deutsch als Fremdsprache
  • 2010
  • Doctoral thesis (other academic/artistic)abstract
    • In this study, teaching is seen as a complex decision-making situation, where different factors that influence the teaching and learning process are interwoven and connected with each other. To describe and analyse the complexity of teaching literature in a foreign language instruction setting is the aim of the study. The study was conducted with one teacher participant and her group of 16–17 years old pupils in a Swedish upper secondary school, while they read a German youth novel.Data on the teacher decisions in the planning phase was collected by interviewing the teacher before the actual teaching of the novel and between lessons, while the implementation of the teacher decisions was observed during the lessons. In the interviews, four decision areas showed to be central to the teacher: teaching goals, choice of text, task formulation, and the role of freedom and control as central concepts of learner autonomy. In the analysis chapters, the decisions within these different areas are described, commented on, and contextualized within the teacher’s own teaching concepts, and within current research and theory on foreign language reading, learning, and teaching. Factors critical to the decision-making situation are identified.The findings of the study show that teaching literature employs a decision-making process of great complexity because of the subjective character of the reading process. The complexity of the process is increased by the fact that a foreign language was being taught. Even for an experienced teacher (as the teacher who was observed in the study is) teaching decisions are characterized by a complexity which her many years of teaching experience can only partly compensate for. The main goal for the teaching of the novel was formulated by the teacher as ‘reading pleasure’, a concept grounded on a previous teaching experience. Since the teacher saw tasks as an obstacle for a reading experience, the task formulation constituted a conflict for her. In the study, the structure of the conflict is described by investigating different understandings of the concepts ‘reading pleasure’ and ‘task’. A crucial question was raised: What was considered to be the most important activity of the lesson: the reading or the tasks? When the task is secondary to the reading, there is an opportunity for the learner to focus on the reading experience; an important condition for reading pleasure. When the task is considered to be the primary activity, the student’s focus is on solving the task, and the reading activity thus looses its importance when the task is fulfilled. The interpretation of teaching concepts like ‘task’ is therefore a crucial factor that influences the teacher’s decisions about the teaching.A second concept that is central to the teacher’s teaching activities is ‘learner autonomy’. Since it is a central concept in the Swedish school curriculum, learner autonomy is held in very high esteem, whilst teacher control is consequently held in very low esteem. The idealization of learner autonomy, along with insufficient explanation of its impact on the distribution of the responsibility for the learning process between teachers and pupils are seen as factors that lead to an increased complexity in the decision-making process about how to manage situations where pupils are not prepared to take on the responsibility that is given to them.
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