USB Journals (Univ. Köln)
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Frontmatter and Editorial
No full textIn lieu of an abstract, here is the first paragraph of the editorial:
The second issue of "Gender and Humour" deals with effects of current phenomena of comic genres, above all with regard to literature and the popular media. Several of the essays investigate in particular the changes in gendered perceptions of humour within modernism, often highlighting the differences in the socio-political climate of the 1920s and \u2730s compared to later decades. Margaret Stetz here revisits Max Beerbohm\u27s initial adoration and gradual rejection of Rebecca West, who in turn let go of her anger against his condescending ways in her essay collection Ending in Earnest (1931). Stetz interprets West\u27s narrator as one who laughs in support of women, particularly modern, career-oriented women, relegating Beerbohm to an outdated past generation
Frontmatter and Editorial
No full textIn lieu of an abstract, here is the first paragraph of the frontmatter and editorial:
Definitions of dance are manifold, involving social and cultural, historical and regional, formal and individual considerations. Dance is inevitably in specific ways bound up with issues of gender, sex/uality and ethnicity. It figures as a particularly complex site where notions of gender and sex/uality interact with issues of ethnicity, of corporeality and the symbolic, of the individual and the collective, of art and ritual in diverse cultural sites from religion to sports to the arts, from spontaneous expression to choreographed and/or ritualised performances, from the street, to the club scene and the stage, to the movies. The four articles assembled in this issue of gender forum testify to the complexity of the subject and accentuate the interrelatedness of dance and gender from rather diverse angles, rendering it as both, a possible site of doing and undoing gender
Adwiraah, Eleonore u. Herrmann Jungraithmayr 2021. Orale Literatur in Sibine (Sumray). 29 Erzählungen und Fabeln über Menschen und Tiere im zentralen Tschad. Orale Literatur in Migama.
Full text linkMehr als „Einleitung, Höhepunkt, Schluss“: Überlegungen zu transmedialen narrativen Rezeptionskompetenzen im Deutschunterricht der mittleren Jahrgangstufen
Full text linkEin großer Teil der von Kindern und Jugendlichen privat rezipierten medialen Inhalte ist narrativ strukturiert und bietet so das Potenzial, an nicht-literarischen Medien erworbene Kompetenzen für den Literatur- und Medienunterricht im Fach Deutsch aufzugreifen. Ausgehend von einem filmischen Beispiel, dem Intro zum Netflix-Film Enola Holmes 2 (USA 2022), analysiert der Beitrag, inwiefern Schüler*innen in der Lage sind, hochgradig komplexe literarästhetische Verfahren in filmischen Medien verstehend zu rezipieren. Dabei wird die chronologische Komplexität der filmischen Erzählsituation dem Handwerkszeug gegenübergestellt, das Schüler*innen in Bezug auf narrativen Medien erwerben können: die unterkomplexe, in Schulbüchern immer noch dominierende „Erzählkurve“, deren problematische schulische Erfolgsgeschichte und ihre Ursprünge in der antiken Rhetorik nachvollzogen werden. Es wird dafür argumentiert, durch basales narratologisches Handwerkszeug schon vorhandene, außerhalb der Schule an narrativen Medien erworbene narrative Rezeptionskompetenzen bewusst zu machen und im Deutschunterricht aufzugreifen.
Abstract (English): More than ‘introduction, climax, conclusion’. Reflections on transmedial narrative reception skills in German classes from 4th to 9th grade
The majority of the media content consumed by children and young people in their private lives is structured narratively and therefore offers the potential to utilise skills acquired in non-literary media for teaching literature and media in German. Based on a cinematic example, the intro to the Netflix film Enola Holmes 2 (USA 2022), the extent to which students are able to understand highly complex literary-aesthetic processes in cinematic media is analyzed. The chronological complexity of the filmic narrative is contrasted with the tools that students can acquire in relation to narrative media: the incomplex ‘narrative curve’ that still dominates textbooks, and whose problematic success story in schools and its origins in ancient rhetoric are traced. It is argued that basic narratological tools should be incorporated into German lessons in schools to make use of existing narrative reception skills acquired outside of school through narrative media.
 
Frontmatter and Editorial
No full textIn lieu of an abstract, here is the first paragraph of the editorial:
H(a)unted Heroines, the fourth issue of gender forum, investigates the interface of gender and concepts of normality, dealing with both the hunted women in depictions of 17th century witchcraft trials and the haunted women of contemporary novels and plays. Covering a range of periods, literary genres and cultural backgrounds, the target essays in H(a)unted Heroines provide a broad insight into contemporary approaches to questions of gender, witchcraft and madness
Texans, War Fever, and the Absence of the Female
Full text linkDevelopments since the terrorist attacks of 9-11, including the recent war in Iraq and its aftermath, have reminded us again that the U.S. are a large and very diverse country - in its geographical as well as social, cultural, and political dimensions; and yet the diversity tends to fold into almost unified action and opinion in times of crises. [...] In particular, in times of real or proclaimed national crises, one can observe upsurges of a male warrior attitude in public discourse whose declared goal is to destroy an - at least rhetorically - identified external enemy. [...] Women, though generally the majority of the U. S. population, are virtually absent in this discourse emphasizing the (male) body as weapon and the brotherhood of watchful men on whose technology-supported skills depends the welfare of the nation. 
Review of Eckart Voigts-Virchow (ed.): Janespotting and Beyond: British Heritage Retrovisions Since the Mid-1990s.
No full textIn lieu of an abstract, here is the first paragraph of the review:
With this collection of essays Eckart Voigts-Virchow has brought together an impressive range of perspectives on the British heritage phenomena since its heyday period of the 1980s and early 1990s. Janespotting and Beyond should appeal to various segments of scholarship, as well as be of use to the general reader. Divided into four main sections, each section concentrates on an evolving heritage facet or issue of the ongoing heritage debate in British Culture Studies. Two of the four sections focus on the principal British writers, Jane Austen and William Shakespeare (only E. M. Forster has received as much "heritage" attention as Austen and Shakespeare). Section three "From Auntie\u27s Heritage to Anti-heritage" discusses the turn away from heritage aesthetics, which opens up timely issues for the twenty-first century. Section four "Transnational Productions/Transnational Classrooms" evidences Voigts-Virchow\u27s German context as the three essays in this section explore the British heritage film\u27s international appeal, especially from a German perspective
Review of Marlon B. Ross: Manning the Race: Reforming Black Men in the Jim Crow Era.
No full textIn lieu of an abstract, here is the first paragraph of the review:
Despite the "mild trendiness" (398) that the topic of African American masculinity has acquired over the last decade, it remains a site in which much ground is still uncovered. Marlon B. Ross\u27s comprehensive study Manning the Race, with its focus on the Jim Crow era, is an ambitious attempt to address this lack by charting in amazing detail the diverse and often competing discourses that laid out and shaped notions of a reformed African American masculinity in post-reconstruction America. Thus Manning the Race "explores how men of African descent were marketed, embodied, socialized, and imaged for the purpose of political, professional, and cultural advancement during the early decades of the twentieth century," and how these men "have attempted to formulate and re-form their experiences, roles, and self-concepts as men in a variety of genres, media, and social practices" (1). By pitting these discourses and practices against those of the Jim Crow regime, with its insistence on an ideal of normalized (i.e. white patriarchal) masculinity impossible for black men to live up to due to the restrictions placed on them, Ross on the one hand makes apparent how this regime was itself primarily "a sexual system of oppression" (2; Ross\u27s emphasis). On the other hand he illustrates how black men challenged and often managed to displace the "gender and sexual norms" (3) on which this system operated in their attempts to reform the race through a reformation of black men in various (discursive) fields. As Ross not only draws on race theory and masculinity studies but ties his analysis of African American masculinity closely to the concerns of black feminist theory as well as sexuality and queer studies, he is at the same time able to show how African American men have often based their effort of manhood reform on the exclusion of or triangulation with others - American Indians, African American Women, Jews, criminal or "sexually deviant" men - and thereby adhered to and strengthened rather than subverted the sexual and gender norms of Jim Crow
"Literatur begehen" mit Virtual Reality. Zwei explorative Studien zu Goethe VR und Anne Frank House VR im Deutschunterricht: Datum der Veröffentlichung: 20.12.2025
No full textVirtual Reality (VR) eröffnet im Deutschunterricht neue Perspektiven literarisch-medialer Bildung – als ästhetisch-situativer Erfahrungsraum, Medium narrativer Teilhabe und didaktische Herausforderung. Der Beitrag stellt zwei explorative Studien vor: eine qualitative Untersuchung zur Goethe VR, in der Schüler:innen Goethes Faust immersiv aus der Perspektive der Hauptfigur des Faust erleben, sowie eine Fragebogenerhebung der dokumentarisch inszenierten Anne Frank House VR, die das subjektive Präsenzerleben in einem historischen Erinnerungsraum fokussiert und mit Zitaten aus Anne Franks Tagebuch anreichert.
Im Zentrum steht die Frage, wie kanonische Texte in virtuellen Räumen rezipiert, reflektiert und didaktisch gerahmt werden können. Die Ergebnisse zeigen Rezeptionsmodi zwischen affektiver Nähe, verkörperter Handlung und reflexiver Distanz. Während Goethe VR auf Grundlage des Dramentextes explorative Handlungs-Spiel-Räume eröffnet, fungiert die Anne Frank House VR in der Reflexion des Tagebuchs als kontemplativer Resonanzraum erinnerungskultureller Empathie.
Auf dieser Basis wird das Konzept der Literatur-Begehung entwickelt – als körperlichräumlich gebundene Rezeption, die immersive Erfahrungen mit emotionaler Involvierung und didaktischer Reflexion verbindet.
Abstract (english):
Virtual reality (VR) opens up new perspectives for literary and media education in German language teaching—as an aesthetic and situational space for experience, a medium for narrative participation, and a didactic challenge. This article presents two exploratory studies: a qualitative investigation of Goethe VR, in which students experience Goethe’s Faust immersively from the perspective of the main character Faust, and a survey of the documentary-style Anne Frank House VR, which focuses on the subjective experience of presence in a historical space of remembrance and enriches it with quotations from Anne Frank’s diary.
The focus is on the question of how canonical texts can be received, reflected upon, and didactically framed in virtual spaces. The results show modes of reception ranging from affective closeness to embodied action and reflexive distance. While Goethe VR opens up exploratory spaces for action and play based on the drama text, Anne Frank House VR functions as a contemplative resonance space for empathy in memory culture in its reflection on the diary.
On this basis, the concept of literary exploration is developed—as a physically and spatially bound reception that combines immersive experiences with emotional involvement and didactic reflection