The Stacks (Library of Anglo-American Culture & History - FID AAC, Göttingen State and University Library)
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Potenziale des Agierens in Rollen für die Professionalisierung von Lehrkräften: Eine Interviewstudie zur Durchführung einer Globalen Simulation im Rahmen des Forschungspraktikums Englisch
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Förderung der aktuellen Lesemotivation im Fremdsprachenunterricht Englisch: Konzeption und empirische Untersuchung einer Globalen Simulation zu Harper Lees To Kill a Mockingbird
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Echoes of Reaganism in Hollywood Blockbuster Movies from the 1980s to the 2010s
No full textThis book examines the reverberations of key components of Ronald Reagan’s ideology in selected Hollywood blockbuster movies. The aim of this analysis is to provide a clearer understanding of the intertwinement of cinematic spectacles with neoliberalism and neoconservatism. The analysis comprises a dissection of Reagan’s presidential rhetoric and the examination of four seminal Hollywood blockbuster movies. The time range for analysis stretches from the 1980s until the 2010s. Among the key foci are filmic content as well as production and distribution contexts. It is concluded that Reagan’s political metaphors and the corporatization of film studios in the 1970s and 1980s continue to shape much of Hollywood blockbuster filmmaking.https://www.peterlang.com/view/title/7379
“Bartleby, the Scrivener: A Story of Wall Street”
No full textIn keeping with the spirit of American Studies, this article engages in an interdisciplinary examination of Herman Melville’s short story, “Bartleby, the Scrivener: A Story of Wall Street” (1853). Employing a broad literary-critical-historical methodology that also incorporates cultural and social theory, I sociohistorically contextualize “Bartleby” and demonstrate how this stylistically innovative short story anticipated later works of modernist, existential, and postmodern literature. Now internationally renowned as a classic of American literature, “Bartleby” is of interest not only for its historically innovative style—which continues to resonate with contemporary readers—but also for how it potentially serves as Melville’s self-reflexive meditation on his then declining literary career
Studien zu schulischen und universitären Lehr-/Lernkontexten
No full textHandlungsorientierung ist in der Fremdsprachendidaktik ein wichtiges Prinzip. Allerdings liegen bislang nur wenige Erkenntnisse darüber vor, wie Handlungsorientierung in Schule und Hochschule als Ziel verfolgt und als Methode umgesetzt wird. Ebenso wenig ist bisher erforscht, welche Potenziale und Herausforderungen der Handlungsorientierung aus wissenschaftlicher Perspektive, aber auch aus Sicht der Lehrkräfte und Lernenden wahrgenommen werden. Der Sammelband liefert einen empirischen Beitrag zum wissenschaftlichen Diskurs über handlungsorientierte Zugänge in fremdsprachlichen Lehr-/Lernkontexten. Während die Einleitung eine Übersicht der theoretischen Grundlagen und bisherigen empirischen Erkenntnissen bietet, werden in den Beiträgen Einzelstudien zu drei Bereichen vorgestellt: handlungsorientierte Zugänge im Literaturunterricht, handlungsorientiertes Lernen in Globalen Simulationen und im Lehr-/Lernlabor sowie Theaterspielen in der Fremdsprache.In the field of foreign-language teaching and learning, action-orientation is a didactic key principle. However, at present, empirical findings on how action-orientation can be pursued as a goal or put into practice as a teaching method in schools and at universities are scarce. Likewise, only little research has been conducted on the potentials and challenges of action-orientation from an academic perspective and from the perspective of teachers and learners so far. This volume provides an empirical contribution to the academic discourse on action-oriented approaches to foreign-language teaching and learning. While the volume's introduction gives an overview of the theoretical basis and empirical findings on action-orientation to date, the different contributions present individual studies in three areas: action-orientation in the teaching of foreign-language literature, action-oriented learning in global simulations and in school laboratories, and action-orientation in drama-/theatre-based foreign-language education
Nineteenth-Century Capitalism, Temporality, and the Figure of the Loafer
No full textThis article outlines the rather obscure ascent and fall of the loafer as a cultural figure. Beginning with the emergence of the term and its ambivalent semantics of idleness, I will sketch its subsequent racialization and regionalization, as it was appropriated by abolitionist writers who associated with whiteness, poverty, and southern masculinity. The significance of the term lies in the way it combines criticisms of capitalism and racism in a figure of idleness. A figure of idleness, both in its romanticized and disparaging connotations, the loafer alerts us to the fact that US nineteenth-century temporality is closely and inseparably entangled in the history of capitalism and slavery