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A la escucha de las voces de mujeres. En écoutant les voix des femmes.: Mit Lucía Lijtmaer und Maylis de Kerangal unterwegs in der Stadt – weibliches Erzählen im urbanen Raum als (mögliches) Substrat literarästhetischen Lernens
Full text linkZiel dieses Beitrags ist es, anhand exemplarischer Textstellen aus einschlägigen Werken von zwei Autorinnen der zeitgenössischen spanischen und französischen Literatur (Lucía Lijtmaer und Maylis de Kerangal) spezifisch weibliche Stimmen und Blicke auf die Stadt zu analysieren, um den Zusammenhang zwischen den räumlichen Konzepten non-lieu, lieu anthropologique, hétérotopie und terrain vague sowie verschiedenen Formen von Affekt-, Imaginations- und Möglichkeitsräumen zu beleuchten. Zu diesem Zweck wird von einer Interdependenz zwischen urbanem Raum und Figurenperspektive ausgegangen. Hierfür werden individuelle Nutzungsweisen, Bewegungsmuster und Aneignungsmodi durch die weiblichen Subjekte in den Blick genommen beziehungsweise gehört. Denn mithilfe eines Aufgabenapparates zum globalen, selektiven, detaillierten und inferierenden Hörverstehen zeigt sich im Rahmen literaturdidaktischer Seitenblicke und Zwischentöne, inwiefern (syn)ästhetisches Erfahren zum emotiven Lernen an exemplarischer romanischer Literatur des 21. Jahrhunderts beitragen und motivieren kann.The aim of this article is to analyse specifically female voices and perspectives on the city using exemplary passages from relevant works by two authors of contemporary Spanish and French literature (Lucía Lijtmaer and Maylis de Kerangal) in order to shed light on the connection between the spatial concepts of non-lieu, lieu anthropologique, hétérotopie, terrain vague and various forms of spaces of affect, imagination and possibility. To this end, it is assumed that urban space and the character\u27s perspective are interdependent. Thus, individual use, patterns of movement and modes of appropriation by the female subjects are analysed and listened to. With the help of a task apparatus for global, selective, detailed and inferential listening comprehension, the extent to which (syn)aesthetic experience can contribute to and motivate emotive learning from exemplary Romance literature of the 21st century is shown in the context of literary didactic (marginal) perspectives and nuances
Bierschenk, Thomas, Matthias Krings und Carola Lentz (Hg.) (2013): Ethnologie im 21. Jahrhundert. 288 S., Berlin: Reimer
Full text linkBierschenk, Thomas, Matthias Krings und Carola Lentz (Hg.)(2013): Ethnologie im 21. Jahrhundert. 288 S., Berlin: Reime
Periodization of Ethiopian History: Reflections, Questions, and some Modest Suggestions
Full text linkHistorians have for many decades struggled with issues of periodization. In comparison to many other regions, scholars of Ethiopian history, particularly after the Aksumite period, have written comparatively little on this subject. This article considers some of the weaknesses of periodizations based on dynastic change or periods of a strong central state. It also suggests that attention to gender, class, geography, and ethnicity may assist in formulating, but also complicate periodizations
Ethiopian TV Drama: Development from Moot-Court Rudimentary Viewing to Screening Advanced Serial
Full text linkIt is now more than one hundred years since theatre and cinema were introduced to Ethiopia, and PhD dissertations, books, and journal articles pertinent to the arts have been published by expatriate and local academia. In the same vein, hundreds of TV dramas have been produced in Ethiopia in the last 60 years under various socio-economic and political milieus of the Imperial era, the Därg military government, and the EPRDF. Ethiopian TV drama as a subject area, nonetheless, has not attracted the attention of national and international researchers adequately so far. This article attempts to fill this gap in scholarship by illustrating the development of Ethiopian television drama that started in 1964 with the screening of a Moot-Court exercise of law students of Haile Sellasie I University, to gradually acquire a qualitative change with professional production of the serial Gämäna in 2001/2009. The study rather goes beyond this historical period highlighting the overview of the last six decades by way of depicting the legacy of the serial Gämäna as a conclusion. This study hopefully will contribute to the general comprehension of Ethiopian television drama in particular and African TV drama in general. It also commemorates the 60th anniversary of the advent of television drama in Ethiopia
Design principles as a theoretical production of design-based research: contributions of dialectics to a methodology for teaching algorithms and computer programming.
Full text linkA complex educational problem is the starting point for using DBR in education. In this research, the problem involved teaching algorithms in Computer Science based on collaborative learning and the use of a remote laboratory. The teaching and learning of algorithms is a relevant topic for research in education and computing, and we found the right research methodology in DBR. To conduct the research, the following question was defined: How can algorithms and programming be taught from the perspective of collaborative learning using a Remote Laboratory in a virtual learning environment? The aim was to develop a methodology for teaching algorithms and programming through collaborative learning using a remote laboratory in a virtual learning environment. DBR was used as a method, based epistemologically on dialectics, producing knowledge, and expanding the characteristics of the method, such as dialogue, interaction, and collaboration. Two procedures were used to produce the data: checklist and focus group. The prototype was evaluated in four iterations: two iterations with teachers and two with students, refining and changing the version. The focus group broadened the dialogue on the evaluation. The results showed that teachers and students perceived the relevance and consistency of the prototype in a similar way. This agreement indicated the soundness of the proposed solution. The results show the design principle, with a substantive and procedural emphasis, of collaborative learning as a methodological solution for teaching algorithms in a remote laboratory, in a dialectical pedagogy
«se tu vuoi confrontarti con l’altro, passi dall’assoluto al relativo»: Intervista con Kaha Mohamed Aden sullo spazio nella sua scrittura
Full text linkInterview with Kaha Mohamed AdenIntervista con Kaha Mohamed Ade
Disaster and (im)mobility: Restoring mobility in Gojal after the Attabad landslide: A visual essay
Full text linkDisaster and (im)mobility: Restoring mobility in Gojal after the Attabad landslide: A visual essa
Reflexion: Projektarbeit im Studium – Motivation, Mehrarbeit und Zukunftschancen
Full text linkDieser Beitrag befasst sich mit Projektarbeit(en) im Studium. Anhand der Teilhabe an einem Erinnerungskulturprojekt werden die Motivation, die tatsächliche Projektarbeit mit möglichen Herausforderungen und Dynamiken sowie die Vorteile für Studierende herausgearbeitet.This contribution reflects project participation of students. Based on participation in a remembrance culture project, the motivation, the actual project work with possible dynamics and the advantages for students are outlined
Review of ARCHIE T. WRIGHT, Basics of Ancient Ethiopic: A Complete Grammar, Workbook, and Lexicon, Foreword by LOREN T. STUCKENBRUCK
Full text linkBook revie
Sickle cell anemia as a racialized disease: Design principles of a teaching sequence for education about ethnic-racial relations
Full text linkIn this paper, we present the results of the first prototyping cycle of an Educational Design Research aiming at the validation of design principles of a Teaching Sequence (TS) on the racialization of sickle cell anemia and its relations with the history of scientific racism. The goal of the TS is to promote education about ethnic-racial relations, health education, and a balanced critical understanding of science in the context of a Biology preservice teacher education course in Brazil. The three design principles investigated in this paper refer to the specific goal of promoting education about ethnic-racial relations in a science teaching context: 1) Approaching the polysemy of the concept of human races; 2) Making a critical examination of sickle cell anemia racialization along history; 3) Addressing the risk of a new eugenics in the genetic counseling process. We tested the TS in 2018, in six meetings with students. In our analyses, we found evidence validating the three investigated design principles. After the formative evaluation of this prototype, we refined the principles and the TS to carry out a new prototyping cycle