Silke Braselmann – författare

No detailed description available for "The Fictional Dimension of the School Shooting Discourse".

Ever since the 1990s, school shootings have shocked the public in their brutality, their suddenness, and their inexplicability. While film and literature have played a role in the heated debates about so-called copycat crimes, the growing body of fictionalizations of school shootings has been neglected thus far. However, in a discourse in which the boundaries between fiction and reality are increasingly blurred, this book shows how fiction shapes and structures, challenges and disrupts cultural processes of meaning-making. Hence, for a better understanding of the school shooting phenomenon, the relevance of fiction on all levels of discourse construction requires thorough analysis. This book therefore develops a new approach to the role of fiction for contemporary forms of excessive violence. By combining narrative theory with insights from sociology and other disciplines, it provides the means for apprehending and describing the relevance of fiction for contemporary discourses. Furthermore, it provides exemplary analyses of more specific functions of literary and filmic fictionalizations of school shootings between 2000 and 2016.

Ever since the 1990s, school shootings have shocked the public in their brutality, their suddenness, and their inexplicability. While film and literature have played a role in the heated debates about so-called copycat crimes, the growing body of fictionalizations of school shootings has been neglected thus far. However, in a discourse in which the boundaries between fiction and reality are increasingly blurred, this book shows how fiction shapes and structures, challenges and disrupts cultural processes of meaning-making. Hence, for a better understanding of the school shooting phenomenon, the relevance of fiction on all levels of discourse construction requires thorough analysis. This book therefore develops a new approach to the role of fiction for contemporary forms of excessive violence. By combining narrative theory with insights from sociology and other disciplines, it provides the means for apprehending and describing the relevance of fiction for contemporary discourses. Furthermore, it provides exemplary analyses of more specific functions of literary and filmic fictionalizations of school shootings between 2000 and 2016.

Ever since the 1990s, school shootings have shocked the public in their brutality, their suddenness, and their inexplicability. While film and literature have played a role in the heated debates about so-called copycat crimes, the growing body of fictionalizations of school shootings has been neglected thus far. However, in a discourse in which the boundaries between fiction and reality are increasingly blurred, this book shows how fiction shapes and structures, challenges and disrupts cultural processes of meaning-making. Hence, for a better understanding of the school shooting phenomenon, the relevance of fiction on all levels of discourse construction requires thorough analysis. This book therefore develops a new approach to the role of fiction for contemporary forms of excessive violence. By combining narrative theory with insights from sociology and other disciplines, it provides the means for apprehending and describing the relevance of fiction for contemporary discourses. Furthermore, it provides exemplary analyses of more specific functions of literary and filmic fictionalizations of school shootings between 2000 and 2016.

Drawing on experiences of the COVID-19 pandemic, this volume presents international and interdisciplinary perspectives on intercultural learning, diversity and equity in teacher education. With contributions from teacher educators from different fields and contexts, it explores the various challenges posed by the pandemic and reflects on the opportunities for teacher education in (post-)pandemic and (post-)digital times. Contributors present conceptual considerations and practical examples from (post-)pandemic times and share insights from different projects that have emerged from the sudden need to adapt to a (post-)digital world.

Die Beiträge des vorliegenden Bandes untersuchen Ereignisse, die sich tief in das Gedächtnis der Gesellschaft eingraben und eine kollektiv geteilte kulturelle Erfahrung des Spektakulären anzeigen: sogenannte Amokläufe und School Shootings. Neben der spektakulär inszenierten Tatausgestaltung und ihrer willkürlich erscheinenden Grausamkeit ist an diesen Gewalttaten so frappierend, dass sich reales und mediales Geschehen in einer Weise überblenden, die beides nahezu ununterscheidbar werden lässt. Wenn ein Amoklauf erfolgt, dann scheint er in seiner medial umfangreich aufbereiteten Rezeption einer Dramaturgie zu folgen, wie sie schon seit langem aus fiktionalen Darstellungen bekannt ist. Sämtliche Ästhetiken und Praktiken des Amok sind so gesehen Medienzitate oder, in der Debatte wiederholt aufgerufen, durch Medieninhalte inspiriert und gehen später ihrerseits als neue Zitate in das Darstellungsrepertoire der Taten über. Diese dynamische Wechselwirkung auf ihren unterschiedlichen Ebenen, die Effekte der medialen Präsenz von Amoktaten und ihre sich immer weiter verfestigenden Vermittlungskulturen werden hier aus verschiedenen disziplinären Blickwinkeln analysiert.