Geschichtenverstehen interaktiv. Potenziale interaktionsbasierter Literaturrezeption in inklusiven Lerngruppen

Der Einsatz von Games in inklusiven Bildungskontexten gilt als weitestgehend unerforscht, dabei bieten sie als interaktive Medienformen vielfältige Potenziale, um beispielsweise literarische Verstehensprozesse anzubahnen und literarische Kom-petenzausprägungen bei Lernenden mit diagnostizierten sonderpädagogischen Förderbedarfen zu ermöglichen. Im Rahmen des Beitrags werden folglich Ergebnisse des Projekts „Potenziale interaktionsbasierter Rezeption“ (kurz: PinbaR) vorgestellt, in welchem das Handlungsverstehen von Primarstufenschüler*innen mit dem sonderpädagogischen Förderbedarf Lernen in einem print- und einem spielorientierten Setting genauer untersucht und Erkenntnisse hinsichtlich der Verwendung von kognitiven und metakognitiven Lernstrategien gewonnen werden konnten.   Abstract (english): Understanding stories interactively. Potentials of interaction-based literature reception in inclusive learning groups The use of games in inclusive educational contexts is largely unexplored, yet as interactive media they offer a wide range of potential, for example to initiate literary comprehension processes and enable the development of literary competences in learners with diagnosed special educational needs. This article presents the results of the project "Potentials of interaction-based reception" (PinbaR for short), in which the comprehension of primary school pupils with special educational needs for learning in a print-orientated and a game-orientated setting was examined in more detail and findings regarding the use of cognitive and metacognitive learning strategies were obtained

Why a careless use of AI tools may contribute to an epistemological crisis

With the rise of generative AI technologies, AI tools such as ChatGPT play a prevalent role in our world. This poses new opportunities and risks. Particularly in the field of education, the use of AI tools raises a number of new questions, for example, the challenge of proving human authorship, or whether we can continue to trust electronically distributed texts. This then puts into question whether the widespread and careless use of AI tools is contributing to an epistemological crisis. Based on an analysis of the inherent unreliability of generative AI and the increasing indistinguishability between human-written and machine-generated texts, this paper outlines the impact of generative AI on education and provides suggestions for the responsible use of AI tools. Investigating their use as legitimate tools, it also addresses the question as to whether the use of such tools could be counterproductive because it could possibly result in a deskilling effect

Blogging the Pain: Grief in the Time of the Internet

During the last few decades, grief narratives have become increasingly popular. Especially women, who traditionally take over the responsibilities of a caretaker, have used this narrative genre to express and deal with their losses and to share their experience of grief with a larger audience. With the advance of the Internet, grief blogs have started to complement printed grief narratives, offering a virtual version of the traditional genre of grief writing. This article compares these two versions of grief writing. Drawing on narrative theory, the essay reveals that virtual grief narratives do not merely offer a screen version of a printed text. Rather, blogs produce a new form of grief writing, which decisively differs from its printed counterpart despite many thematic similarities. A text, the essay suggests, is thus defined as much by the act of writing, editing, and publishing as by traditional narrative categories such as topic, voice, and perspective. A comparison of printed grief narratives and grief blogs consequently not only documents a reinvention of grief writing on the Internet, but it also reveals a web-based redefinition of (auto)biographical writing in general

Mehr als „Einleitung, Höhepunkt, Schluss“: Überlegungen zu transmedialen narrativen Rezeptionskompetenzen im Deutschunterricht der mittleren Jahrgangstufen

Ein 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. &nbsp

Review: Dimple Godiwala. Breaking the Bounds. Feminist Dramatists Writing in the Mainstream since c. 1980.

Dimple Godiwala\u27s aim is to give a detailed analysis of contemporary plays by feminist dramatists and to show how they have entered, and thus effectively changed, the British dramatic mainstream, or rather the "malestream" of English, male, white, heterosexual, middle-class, leftwing dramatic writing. Following Foucault\u27s claim that one can never write outside the dominating discourse, Godiwala demonstrates how the five chosen feminist playwrights have managed to transform the patriarchal dramatic discourse from within, thus intervening in the mainstream theatre as "the last site of negotiation" (xiii) that feminism had to enter in the second half of the twentieth century.1 At one level she hence offers an analysis of the changes within dramatic discourse, on another level she undertakes a theoretical critique of Western patriarchy. Assuming an unbroken episteme of patriarchy, which as only in the twentieth century been ruptured by feminism, Godiwala contests Michel Foucault\u27s analysis of epistemological breaks within Western discourse as developed in The Order of Things

"To Persons Defiled and Faithless": The Dichotomy of Pleasure and Shame in Paul Mendez’s Rainbow Milk

This article explores the complex interplay of pleasure and shame in Paul Mendez’s novel Rainbow Milk (2020), focusing on the protagonist Jesse McCarthy’s journey of self-discovery as a gay Black man navigating the intersections of race, sexuality, and religion. Jesse’s experiences of sexual pleasure are constantly juxtaposed with feelings of shame, rooted in religious indoctrination and racial ideologies. Through an intersectional lens, the article examines how Jesse’s marginalisation as a gay man is intertwined with his experiences of racism. Mendez intricately weaves the narrative around descriptions of cleanliness and dirtiness, exposing the impact of dysfunctional dynamics within Jesse’s family and religious teachings on his self-perception. The article employs Sally R. Munt’s concept of shame as a mechanism for understanding how shame as an affect impacts the formation of identity and relationships. It explores how shame is regulated, shaping individuals’ self-worth and social belonging. An insight into postcolonial scholarship informs the analysis of racialised shame, highlighting the destructive impact of internalised racism. It delves into the interplay of race, sexuality, and religion, illustrating how shame operates as a tool of control and oppression. Through an analysis of Mendez’s novel, the article illuminates the nuanced politics of shame and its impact on marginalised identities

Queering the Dreaming: Representations of the ‘Other’ in the Indigenous Australian Speculative Television Series Cleverman

This essay analyzes queer representations in the context of Indigenous Australian discourses by looking at the two-season Australian science fiction series Cleverman (2016-2017). Cleverman aims to combine the conventions of the science fiction and superhero genres with ancient Indigenous stories. Cleverman’s compelling introduction of the Hairypeople, an alternative humanoid species with extraordinary strength inspired by Aboriginal mythology, provides the context to explore queer identities in regards to otherness, marginality, and culturally constructed boundaries between the ‘normal’ and the ‘abnormal’. Through the series’ engagement with the subjectivity and queering of the monstrous ‘other’, the binary construct of good versus evil is challenged. The series’ representation of boundary creatures highlights the constraints within which racially marked bodies operate, however misses the potential to equally engage with gendered bodies. While the series invites ambivalent readings of the role of community belonging and the nuclear family, the representation of female agency fails to similarly redefine discursively constituted identities and shows less potential to re-write normative codes of sex and sexuality

Playing as/against Violent Women: Imagining Gender in the Postapocalyptic Landscape of The Last of Us Part II

This article examines how femaleness and femininity are constructed in the 2020 video game The Last of Us Part II (TLoU2), analyzing how it imagines gender narratively, visually, and ludically. The game is set in a postapocalyptic future in which the majority of the population has turned into zombie-like creatures, while the surviving parts of humanity have formed new societies and groups that fight against each other. Players control two characters, Ellie, who was already featured in the first TLoU, and Abby, who is initially set up as the antagonist of the story and whom Ellie determines to kill in an act of revenge. TLoU2 is thus one of very few mainstream video games that champion (especially active, dominant, and, indeed, violent) female characters as protagonists. In order to examine the depiction of gender in the game, I approach TLoU2 through an affective framework that analyzes the nexus of violence, femininity, and empathy. I argue that TLoU2 constructs violence as liberating and emancipating for its female protagonists in a postapocalyptic world that itself was created and is regulated by violence. Simultaneously, the game insists on the importance of balancing potentially justified violence with empathy for the position and perspective of others. It establishes this point both diegetically in the story of its two protagonists and extradiegetically in how players are forced to act aggressively against characters they have grown to empathize with, a \u27ludo-affective\u27 dissonance that consciously and productively discomforts the act of playing

“But you will be a girl heroes fear”: Mia Corvere’s Gender Portrayal and Queerness in Jay Kristoff’s The Nevernight Chronicle

This article argues that Australian author Jay Kristoff\u27s Nevernight trilogy contests, deconstructs, and subverts gendered restrictions and stereotypes often found in fantasy literature. Protagonist Mia Corvere overcomes both tropes of toxic masculinity and a single-minded focus on revenge by facing her fears, emotions, and embracing her queerness. As this article shows, the heroine’s gender performance moves beyond binary constructions and challenges narrative conventions as well as reader assumptions

Exploración y práctica científica en México. El caso de Karl Theodor Sapper como geólogo oficial (1893-1896)

Karl Theodor Sapper (1866-1945) was a prominent naturalist who was part of the constellation of German travelers, explorers and men of science who toured, described and studied portions of the American continent during the nineteenth century. The German geologist, geographer, ethnologist, Mayan and collector resided in Central America from 1888 to 1900; for twelve years he traveled from the Isthmus of Tehuantepec to Panama. In his travels through the tropics he made studies in geology, volcanology, mining, soils, linguistics, cartography, archaeology and economics, which are pioneers in the region. His initial activity as administrator of coffee farms in Alta Verapaz, Guatemala, -owned by his brother-, was combined with explorations and scientific studies, which ultimately reputed him worldwide fame as an expert scientific explorer of the Central American regions at the service of several of his governments and Mexico and as an epistemic authority in geology. In 1893 he signed a three-year contract with the Ministry of Development, Colonization, Industry and Commerce to perform the geological and geographical commission of Chiapas, Tabasco and the Yucatan Peninsula to perform the geological and geographical commission in charge of the Geological Institute of Mexico. The focus of this work is to study the geological practice at service of a government institution in Mexico by a transnational scientist like Sapper within the framework of “culture of exploration” proposed by Felix Driver, useful as a means of highlighting the ways in wich ideas, images and practices of exploration that crossed areas of culture during nineteenth century.Karl Theodor Sapper (1866-1945) was a prominent naturalist who was part of the constellation of German travelers, explorers and men of science who toured, described and studied portions of the American continent during the nineteenth century. The German geologist, geographer, ethnologist, Mayan and collector resided in Central America from 1888 to 1900; for twelve years he traveled from the Isthmus of Tehuantepec to Panama. In his travels through the tropics he made studies in geology, volcanology, mining, soils, linguistics, cartography, archaeology and economics, which are pioneers in the region. His initial activity as administrator of coffee farms in Alta Verapaz, Guatemala, -owned by his brother-, was combined with explorations and scientific studies, which ultimately reputed him worldwide fame as an expert scientific explorer of the Central American regions at the service of several of his governments and Mexico and as an epistemic authority in geology. In 1893 he signed a three-year contract with the Ministry of Development, Colonization, Industry and Commerce to perform the geological and geographical commission of Chiapas, Tabasco and the Yucatan Peninsula to perform the geological and geographical commission in charge of the Geological Institute of Mexico. The focus of this work is to study the geological practice at service of a government institution in Mexico by a transnational scientist like Sapper within the framework of “culture of exploration” proposed by Felix Driver, useful as a means of highlighting the ways in wich ideas, images and practices of exploration that crossed areas of culture during nineteenth century.Karl Theodor Sapper (1866-1945) fue un destacado naturalista que formó parte de la constelación de hombres de ciencia, viajeros y exploradores alemanes que recorrieron, describieron y estudiaron porciones del continente americano durante el siglo XIX. El geólogo, geógrafo, etnólogo, mayista y coleccionista germano residió en Centroamérica de 1888 a 1900; durante doce años recorrió desde el Istmo de Tehuantepec hasta Panamá. En sus viajes por el trópico realizó estudios de geología, geografía, vulcanología, minería, suelos, lingüística, etnología, arqueología, cartografía y economía, que son pioneros en la región. Su actividad inicial como administrador de fincas de café en Alta Verapaz, Guatemala, -propiedad de su hermano-, la combinó con exploraciones y estudios científicos, que a la postre le reputaron fama mundial como experto científico explorador de las comarcas centroamericanas al servicio de varios de sus gobiernos y México y como autoridad epistémica en la geología. En 1893 firmó un contrato por tres años con la Secretaría de Fomento, Colonización, Industria y Comercio de México para desempeñar la comisión geológica y geográfica de Chiapas, Tabasco y la Península de Yucatán a cargo del Instituto Geológico de México. El objetivo de este trabajo es estudiar la práctica geológica al servicio de una institución gubernamental en México por un hombre de ciencia trasnacional como Sapper, en el marco de la “cultura de exploración científica” propuesta por Felix Driver, como medio para resaltar las formas, ideas, imágenes y prácticas de exploración que atravesaron ámbitos de la cultura durante el siglo XIX