German - Journal articles

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The ABC of Modern Biography by Nigel Hamilton and Hans Renders
(University of Hawai'i Press, 2021) Ní Dhúill, Caitríona
Author, activist and Anglo-Irish émigré: The life and work of Christabel Bielenberg
(Wissenschaftlicher Verlag Trier (WTV), 2015-12) O'Reilly, Claire
Different Lives: Global Perspectives on Biography in Public Cultures and Societies ed. by Hans Renders and David Veltman
(University of Hawai'i Press, 2021) Ní Dhúill, Caitríona
Drama und theater in der fremd- und zweitsprachenlehre: Blick zurück nach vorn
(University College Cork, 2007-01) Schewe, Manfred
Zwischen dem Bereich Drama/Theater und dem Bereich Fremdsprachenvermittlung gibt es seit jeher Verbindungslinien. Zumindest war der Lehrer immer schon ein Akteur, der den Schülern etwas so ‘vorzuspielen’ versuchte, dass die Aufmerksamkeit des Lernerpublikums gebannt blieb; und eigentlich haben Lehrer und Schüler im fremdsprachlichen Unterricht immer schon ‘Theater’ gespielt, indem sie so taten, als ob die Unterhaltung in der fremden Sprache für sie natürlich sei. Der folgende Beitrag zeichnet wichtige Entwicklungsetappen des Brückenbaus zwischen den Bereichen Drama/Theater und Fremd-/Zweitsprachenlehre seit Mitte des 19. Jahrhunderts nach. Es wird davon ausgegangen, dass ‘Drama und Theater in der Fremd-/Zweitsprachenlehre’ sich nunmehr als eines der vielen Anwendungsfelder etabliert hat, die mit dem Fach- und Sammelbegriff ‘Applied Theatre’ erfasst werden. Der Begriff bezieht sich auf das breite Spektrum von Individuen, Gruppen und Institutionen, für die das Theater als Kunstform nicht reiner Selbstzweck ist, sondern zentraler Bezugspunkt und Inspirationsquelle für drama-/theaterbezogene Aktivitäten. Durch solche Aktivitäten sollen im jeweiligen Anwendungsfeld ganz bestimmte Ziele erreicht werden, im Falle des fremd- und zweitsprachlichen Unterrichts z.B. sprach-, literatur- und kulturbezogene Ziele. Dieser Beitrag versteht sich als kompakte Bündelung und insbesondere Aktualisierung von Überlegungen, die erstmalig in meinem Buch Fremdsprache inszenieren (1993) erschienen sind. Zur Ergänzung dieses kompakten Überblicks sei auf die umfangreiche Forschungsbibliographie auf der Homepage dieser Zeitschrift verwiesen. Zum Konzept ‘Applied Theatre’ vgl. z.B. Ackroyd 2000; Taylor 2003; Nicholson 2005
Einleitung: Dramapädagogik und fremdsprachlicher Deutschunterricht
(2004-01) Schewe, Manfred; Scott, Trina
Empfehlungen zur Förderung einer performativen Lehr-, Lern- und Forschungskultur an Hochschulen
(University College Cork, 2018-12) Jogschies, Bärbel; Schewe, Manfred; Stöver-Blahak, Anke
Infectious hospitality and communicative disease in Kleist's "Der Findling": The disease inside and out
(Springer Nature Switzerland AG, 2020-07-20) MagShamhráin, Rachel
This article explores contagion alongside and in relation to its ever-attendant metaphors, examining Heinrich von Kleist's short story "The Foundling", and finding here a particularly revealing concatenation of ideas of human contact, trade and infection.
Introduction: Discursive frameworks within academic research
(Irish Association for Applied Linguistics, 2021-06-11) Devlin, Anne Marie; Siller, Barbara; Ventura, Sara Lis
The idea for this Special Issue arose from a transdisciplinary conference entitled ‘(dis)Covering Discourses’ which was held at University College Cork in 2018. The aim was to bring together scholars spanning a multiplicity of disciplines who, in their research, apply discursive methods and ‒ as the spelling indicates ‒ by doing so, aim to (dis)cover, in both senses of the word, discourses. In the first instance, (dis)covering was considered a process of finding or coming across something unexpectedly. Approaching it from the second perspective, and even more saliently, the implication turned towards the process of discovering as bringing something to light, so to speak, as a task of uncovering. A broad range of researchers from various fields such as Linguistics, Literature, Cultural Studies, Social Studies, Sociology, Government and Politics, Economy, Clinical Therapies and Media Studies answered our call. They succeeded in shedding light on themes such as Politics, Class, Gender, Health, Identity, Institutions, Knowledge, Economy, Migration, Multilingualism, Social Media, Space and Violence. What all the researchers and the papers shared was their methodological approach and their common interest in Discourse Analysis: each employing methods of Discourse Analysis / Critical Discourse Analysis from their own disciplinary perspectives.
Introduction: No Future
(Duke University Press, 2016-06-01) Renfrew, Alastair; Ní Dhúill, Caitríona
Life-writing and virtual exchange: An exploration of the impact on students’ learning experiences
(Irish Association for Applied Linguistics (IRAAL), 2022-09-20) O'Reilly, Claire; Arnold, Maik
While we find ourselves immersed in a virtual society, the opportunity to use digital technologies for dialogue and understanding is still not well represented at third-level, despite the dramatic move towards teaching online during the Covid-19 pandemic. This paper presents a web-based Virtual Exchange (VE) between Cork (UCC) and the Fachhochschule Dresden (FHD) with a focus on life-writing and biography, developing qualitative research skills and speaking the foreign language (FL). Each student was tasked with conducting three interviews with their designated peer in the FL and producing a website (blog) or e-portfolio to present and reflect on findings. The first iteration of the module took place in 2020-21. This paper discusses students’ learning experiences during the updated, follow-up course in 2021-22. Findings show that they learned most in the interaction with their peers, learning through self-disclosure, sharing meaningful experiences, negotiating (difficult) life experiences and expanding their FL skills. The findings also point to evidence of transformational learning in the sample group. We conclude with some insights regarding the future development of the VE and include important limitations of the study.
Literary prosthetics, or things you can do to Kleist when he's dead
(Hartung-Gorre; German Studies Association of Ireland, 2018) MagShamhráin, Rachel
Literatur verstehen und inszenieren: Foreign language literature through drama, a research project
(2003-01) Schewe, Manfred; Scott, Trina
Based on the experience that today's students find it more difficult than students of previous decades to relate to literature and appreciate its high cultural value, this paper argues that too little is known about the actual teaching and learning processes which take place in literature courses and that, in order to ensure the survival of literary studies in German curricula, future research needs to elucidate for students, the wider public and, most importantly, educational policy makers, why the study of literature should continue to have an important place in modern language curricula. Contending that students' willingness to engage with literature will, in the future, depend to a great extent on the use of imaginative methodology on the part of the teacher, we give a detailed account of an action research project carried out at University College Cork from October to December 2002 which set out to explore the potential of a drama in education approach to the teaching and learning of foreign language literature. We give concrete examples of how this approach works in practice, situate our approach within the subject debate surrounding Drama and the Language Arts and evaluate in detail the learning processes which are typical of performance-based literature learning. Based on converging evidence from different data sources and overall very positive feedback from students, we conclude by recommending that modern language departments introduce courses which offer a hands-on experience of literature that is different from that encountered in lectures and teacher-directed seminars.
Literaturvermittlung auf dem Weg von gestern nach morgen - eine auslandsgermanistische Perspektive
(2002) Schewe, Manfred
Literaturvermittlung in der Auslandsgermanistik ist traditionell die Domäne der Literaturwissenschaft, die allerdings eine Antwort darauf schuldig bleibt, was jemanden zu einem guten Literaturvermittler macht und worin die besondere Qualität von Lernprozessen besteht, die Studierende im Laufe der Semester anhand von deutschsprachiger Literatur machen. Angesichts der Tatsache, dass Literatur als Bildungsgut und ihr Stellenwert im Curriculum heutzutage nicht mehr so selbstverständlich akzeptiert ist wie vor Jahrzehnten, sollte sich die Auslandsgermanistik solchen und ähnlichen Fragen bereitwilliger stellen und offen diskutieren, wie in künftigen Jahren das studentische Interesse an Literatur wach gehalten bzw. neu entfacht werden kann. Ein wichtiger Schritt in diese Richtung wäre ein Ernster-Nehmen literaturdidaktischer Fragestellungen und insbesondere der Erforschung von Aspekten der vernachlässigten Lehrund Lernpraxis. Es wird dafür plädiert, sich in der Literaturvermittlung künftig nicht ausschließlich an wissenschaftlichen Kategorien zu orientieren, sondern diese auch als eine Form ästhetischer Praxis zu begreifen.
Mistaken identity as gay science: Kleist's sister in an article of her own
(Hartung-Gorre; German Studies Association of Ireland, 2022) MagShamhráin, Rachel
The moving author. Kleist's journeys in time
(Hartung-Gorre; German Studies Association of Ireland, 2020) MagShamhráin, Rachel
Multidirektionale Erinnerungsnarrative und gendersensible Erzählperspektiven im Roman Stillbach oder Die Sehnsucht
(Innsbruck University Press, 2022) Siller, Barbara
O diese Sehnsucht nach Knistern und Verzauberung... Eine persönliche Rückschau auf Stationen interkultureller Lehre
(Hartung-Gorre Verlag, 2021-11) Schewe, Manfred; Earls, Clive W.; Barkhoff, Jürgen; Donovan, Siobhán
On the importance of impostors. Orson Welles' F for Fake as Nietzschean film?
(German Studies Association of Ireland, 2021) MagShamhráin, Rachel
The Impostor is the blender par excellence. She is both herself and someone else, and therefore properly neither. As a rejection of the limits between I and Other, her actions might be embraced as an ultimate form of kinship, but are often frowned upon, particularly in the world-as-law, and in an age of identity politics which encourages the dissolution of identity while simultaneously censuring its usurpation. A sense of imposture is something with which many (particularly female) academics will be intimately familiar. It is part of that ‘bad conscience’ (which Nietzsche describes in his Genealogy of Morality of 1887 as an anger directed towards the self, a “Selbstpeinigung”1) that emerges from the foundational principle of originality of thought on which academia has erected itself, an originality enshrined in the tabernacle of the monograph. This essay speaks directly to its author’s on-going imposture, and concomitant “Selbstpeinigung”, but in the hope of redeeming impostors and their work for the academy. With this in mind, I examine here the concept of the fake; specifically, how it is harnessed, or rather borrowed, by Orson Welles in his film F for Fake (1974) to take issue with the idea of originality, and its supposed corollary, truth. While the association of truth with originality may seem quaintly old-fashioned in an age of infinite digital reproducibility and enhanceability, it is a stubborn association, nonetheless. Perhaps precisely because truth in a virtual era is in a state of infinite regress, we presume now more than ever upon that alliance of truth and art that Keats so adamantly expressed as “Beauty is truth, truth beauty, – that is all / Ye know on earth, and all ye need to know.” It is an equation the fame-hungry Romantics extended to include originality. In other words, to borrow from C.S. Lewis, not only is beauty synonymous with truth, but “in literature and art […] if you simply try to tell the truth […] you will, nine times out of ten, become original.” According to this pre- vailing syllogism, no great art can be false, and no great art can be unoriginal; therefore, great art is always both original and true, and, in fact, art, truth and originality are coterminous. It is a notion perpetuated by the academy, expressed, amongst other things, as an antipathy to plagiarism. And on the art market, as an antipathy to fakes. In both cases, the untrue is understood by self-appointed custodians of beauty and art to be a crime.
The performative arts and pedagogy project: towards the development of an international glossary
(University College Cork, 2018-12) Manfred Schewe
Conference Announcement: The Performative Arts and Pedagogy Project: Towards the Development of an International Glossary, International Conference, 28 Feb - 3 March 2019, University College Cork
Performative foreign language didactics in progress: about still images and the teacher as ‘Formmeister’ (Form Master)
(University College Cork, 2018-07) Schewe, Manfred; Woodhouse, Fionn
This contribution focuses on performative teaching practice. After a brief introduction in which reference is made to an increasing performative orientation in education and the innovative concept of Performative Foreign Language Didactics, the idea of the teacher as ‘Formmeister’ (Form Master) is presented. The authors then focus on the still image as a concrete example of the wide range of forms that can be derived from the performative arts and gainfully utilised in pedagogical contexts. They outline the general characteristics, function and effect of still images and, via film clips based on their performative teaching practice at University College Cork, demonstrate some of the basic techniques teachers can use to access the different layers of meaning of still images.

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