Sieglinde Grimm – författare

The essays in this collection seek to bring together current developments in ecocriticism and the pedagogical practice of teaching English at all levels, from primary schools to Higher Education. They cover theoretical and practical discussions of the nexus between the sciences and the humanities and maintain that the notion of the two cultures be refused for good, they argue for the inclusion of particular texts or theoretical perspectives, and they suggest ways to teaching environments on different levels of language competence and in the context of historical and transdisciplinary encounters with ecology, nature, and animals. Despite this variety, they share some common threads and engage with questions that are highly relevant for teaching in general and have acquired even more relevance in our rapidly changing and posthumanist teaching environments: How do we raise consciousness without preaching? What kind of critical attitude is required for the empowerment of our pupils and students? How do we actually imagine encounters between the sciences and the (post)humanities, and which texts, what kind of texts, and which approaches will prove most fruitful?

In order to prepare the next generation for the future, a functional understanding of education is no longer enough. For personal development, literature teaching today must convey competence-oriented knowledge. At the same time, we must ask what sort of lives we are to lead. The threats to the planet earth brought about by progressive environmental destruction have already taken on global proportions. The present volume is addressed to students and teachers of German at all levels and for every school type who are interested in literature and would like to acquaint themselves with the diversity of the cultural ecological approach to literature. The contributions provide teaching concepts for preparing interesting lessons that will inspire children and young people and help broaden their perception of the world.

Angesichts der aktuellen Debatten um die Werte unserer Kultur ist der Deutschunterricht gefordert wie selten zuvor: Literarische Texte fördern die Entwicklung von Kulturbewusstheit und stellen somit eine elementare Voraussetzung für Wertbildungsprozesse und Identitätsentwicklung dar. Doch was können die Klassiker der deutschen Literatur hierzu beitragen? Im Blick auf die Herausforderungen einer durch Migration und Flucht bedingten Veränderung der Schüler:innenschaft sind didaktische Konzepte gefragt, welche die neue gesellschaftliche Verantwortung des Deutschunterrichts für gelingende Integration entwickeln und mitgestalten. Daher beschäftigt sich der Band insbesondere mit der Frage, welche Lernprozesse die Bewusstwerdung von Werten begünstigen, damit ein erfolgreiches Zusammenleben innerhalb der Gesellschaft möglich ist.In view of current debates about the values of our culture, the teaching of German faces claims higher than ever before: literary texts promote the development of cultural awareness and thus they are an elementary prerequisite for value formation processes and identity development. But in what way can the classics of German literature contribute to this? Considering the challenges of a change in the student body caused by migration and flight, didactic concepts are required that develop and help shape the new social responsibility of the teaching of German with reference to a succeeding integration. Therefore, the volume deals in particular with the question of which learning processes promote the awareness of values in order to allow for a successful coexistence within society.

Die öffentliche Aufmerksamkeit, die den literarischen Kulturen des östlichen Mitteleuropa mittlerweile zukommt und die sich auch in den Literatur- und Kulturwissenschaften spiegelt, hat noch kaum in den literaturdidaktischen Diskurs Eingang gefunden. Demgegenüber bildet an unseren Schulen eine aus den Staaten der östlichen Hälfte Mitteleuropas zugewanderte Schülerschaft die größte Gruppe innerhalb einer nach wie vor wachsenden Zahl von Schüler_innen mit Migrationshintergrund. Im Rahmen der interkulturellen Literaturdidaktik präsentiert der Band vielfältige Zugänge und Anknüpfungspunkte für die Vermittlung und Behandlung literarischer Texte aus und über Ostmitteleuropa in Schule und Unterricht.Many critically appraised works of contemporary German literature cannot be understood without ascertaining its ties and references to Eastern Central Europe and its cultures. At the same time, German classrooms are full of students with biographical and family ties to Central and Eastern European countries. The discourse on literary education has ignored this topic for too long. This volume presents a wide array of didactical perspectives on literary texts related to Central Eastern Europe, as well as ideas for their discussion in the intercultural literary classroom.