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  • 2015-2019  (4)
  • Berlin : De Gruyter  (2)
  • Oxford : Oxford University Press
  • Comparative Studies. Non-European Languages/Literatures  (3)
  • Education  (1)
Material
Language
Year
Subjects(RVK)
  • 1
    Language: Hebrew
    Year of publication: 1966-
    Series Statement: Sammlung Göschen ...
    RVK:
    RVK:
    Keywords: Hebräisch ; Grammatik
    Library Location Call Number Volume/Issue/Year Availability
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  • 2
    ISBN: 9783110637366 , 3110637367
    Language: English
    Pages: VI, 310 Seiten , Illustrationen , 23 cm x 15.5 cm
    Edition: 1
    Year of publication: 2019
    Series Statement: Perspectives on Jewish Texts and Contexts Volume 12
    Series Statement: Perspectives on Jewish texts and contexts
    DDC: 809.88924
    RVK:
    RVK:
    Keywords: Juden ; Palästinenser ; Vertreibung ; Heimat ; Literatur ; Aufsatzsammlung ; Aufsatzsammlung ; Juden ; Palästinenser ; Vertreibung ; Heimat 〈Motiv〉 ; Literatur
    Description / Table of Contents: Asher D. Biemann, Richard I. Cohen, and Sarah E. Wobick-SegevIntroduction — Part 1: Exile and Erasures/Pierre Birnbaum The End of Exile? The Metz Contest of 1787 Revisited—Nina Fischer Remembering/lmagining Palestine from Afar: The (Lost) Homeland in Contemporary Palestinian Diaspora Literature — Part 2: Writing the Homeland/Regina Range Worlds, Words, and Womanhood: Gina Kaus and the Formation of a SpiritualHomeland — Diego Rotman Performing Homeland in Post-Vernacular Times: Dzigan and Shumacher’s Yiddish Theater after the Holocaust—Part 3: Language in Exile Stefani HoffmanThe World as Exite and the Word as Homeland in the Writingof Boris Khazanov—Judith K. Lang HilgartnerUncovering Accent and Belonging in Juan Gelman's Dlbaxu—Part 4: Multiple Exiles, Contingent Homelands Jeffrey A. GrossmanFrance as Wahlheimat for Two German Jews: Heinrich Heineand Walter Benjamin —VI — ContentsH. Esra Almas The Girl from the Golden Horn: Kurban Said / Lev Nussinbaum’s Vision of Homeand Exile in Interbellum Berlin —Anna M. Parkinson“In der Fremde zu hause”: Contingent Cosmopolitanism and Elective Exile in the Writing of Hans Keilson — Part 5: Of Other Spaces: Travel and Trauma Agnes C. Mueller Israel as a Place of Trauma and Desire In Contemporary German Jewish Literature Doerte Bischoff Paper Existences: Passports and Literary Imagination Judith Miller Neither Helmat nor Exile: The Perception of Paris as a Historical Blind Spot inThree Israeli Novels
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  • 3
    Book
    Book
    Oxford : Oxford University Press
    ISBN: 9780198778363 , 0198778368
    Language: English
    Pages: vi, 187 Seiten , 23 cm
    Edition: First edition
    Year of publication: 2017
    DDC: 809/.93358405318
    RVK:
    Keywords: Holocaust, Jewish (1939-1945), in literature ; Holocaust, Jewish (1939-1945), in literature ; Holocaust, Jewish (1939-1945) in literature ; Judenvernichtung ; Literatur
    Abstract: Which writer today is not a writer of the Holocaust?' asked the late Imre Kertesz, Hungarian survivor and novelist, in his Nobel acceptance speech: 'one does not have to choose the Holocaust as one's subject to detect the broken voice that has dominated modern European art for decades'. Robert Eaglestone attends to this broken voice in literature in order to explore the meaning of the Holocaust in the contemporary world, arguing, again following Kertesz, that the Holocaust will 'remain through culture, which is really the vessel of memory'. Drawing on the thought of Hannah Arendt, Eaglestone identifies and develops five concepts-the public secret, evil, stasis, disorientalism, and kitsch-in a range of texts by significant writers (including Kazuo Ishiguro, Jonathan Littell, Imre Kertesz, W. G. Sebald, and Joseph Conrad) as well as in work by victims and perpetrators of the Holocaust and of atrocities in Africa. He explores the interweaving of complicity, responsibility, temporality, and the often problematic powers of narrative which make up some part of the legacy of the Holocaust
    Abstract: 'Which writer today is not a writer of the Holocaust?' asked the late Imre Kertesz, Hungarian survivor and novelist, in his Nobel acceptance speech: 'one does not have to choose the Holocaust as one's subject to detect the broken voice that has dominated modern European art for decades'. Robert Eaglestone attends to this broken voice in literature in order to explore the meaning of the Holocaust in the contemporary world, arguing, again following Kertesz, that the Holocaust will 'remain through culture, which is really the vessel of memory'. Drawing on the thought of Hannah Arendt, Eaglestone identifies and develops five concepts--the public secret, evil, stasis, disorientalism, and kitsch--in a range of texts by significant writers (including Kazuo Ishiguro, Jonathan Littell, Imre Kertesz, W.G. Sebald, and Joseph Conrad) as well as in work by victims and perpetrators of the Holocaust and of atrocities in Africa. He explores the interweaving of complicity, responsibility, temporality, and the often problematic powers of narrative which make up some part of the legacy of the Holocaust
    Note: Includes bibliographical references (pages 169-181) and index
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  • 4
    ISBN: 9780199336517
    Language: English
    Pages: xii, 355 pages , 25 cm
    Year of publication: 2016
    DDC: 370.117095694
    RVK:
    Keywords: Multicultural education ; Education, Bilingual ; Cultural pluralism Study and teaching ; Intercultural communication ; Intergroup relations ; Peace Study and teaching ; Palestinian Arabs Education ; Jews Education ; Israel ; Schule ; Unterricht ; Juden ; Palästinenser ; Interkulturelle Erziehung ; Zweisprachigkeit
    Abstract: "The Promise of Integrated and Multicultural Bilingual Education presents the results of a long-term ethnographic study of the integrated bilingual Palestinian-Jewish schools in Israel that offer a new educational option to two groups of Israelis--Palestinians and Jews--who have been in conflict for the last one hundred years. Their goal is to create egalitarian bilingual multicultural environments to facilitate the growth of youth who can acknowledge and respect "others" while maintaining loyalty to their respective cultural traditions. In this book, Bekerman reveals the complex school practices implemented while negotiating identity and culture in contexts of enduring conflict. Data gathered from interviews with teachers, students, parents, and state officials are presented and analyzed to explore the potential and limitations of peace education given the cultural resources, ethnic-religious affiliations, political beliefs, and historical narratives of the various interactants. The book concludes with critique of Western positivist paradigmatic perspectives that currently guide peace education, maintaining that one of the primary weaknesses of current bilingual and multicultural approaches to peace education is their failure to account for the primacy of the political framework of the nation state and the psychologized educational perspectives that guide their educational work. Change, it is argued, will only occur after these perspectives are abandoned, which entails critically reviewing present understandings of the individual, of identity and culture, and of the learning process"--
    Abstract: "The Promise of Integrated and Multicultural Bilingual Education presents the results of a long-term ethnographic study of integrated bilingual Palestinian-Jewish schools in Israel that offer a new educational option to two groups of Israelis--Palestinians and Jews--who have been in conflict for the last one hundred years"--
    Abstract: Machine generated contents note: -- Introduction -- Part 1 -- Chapter 1: Positioning the Author -- Chapter 2: Theoretical Perspectives -- Chapter 3: Methodology: From Theory to Implementation -- Chapter 4: Schools in Their Contexts -- Part 2 -- Chapter 5: The Parents -- Chapter 6: Teachers at Their Work -- Chapter 7: The Children -- Part 3 -- Chapter 8: School Routines: Culture, Religion, and Politics in the Classroom -- Chapter 9: Ceremonial Events -- Chapter 10: Conflicting National Narratives -- Part 4 -- Chapter 11: The Graduates -- Chapter 12: Conclusions
    Description / Table of Contents: Machine generated contents note:Introduction -- Part 1 -- Chapter 1: Positioning the Author -- Chapter 2: Theoretical Perspectives -- Chapter 3: Methodology: From Theory to Implementation -- Chapter 4: Schools in Their Contexts -- Part 2 -- Chapter 5: The Parents -- Chapter 6: Teachers at Their Work -- Chapter 7: The Children -- Part 3 -- Chapter 8: School Routines: Culture, Religion, and Politics in the Classroom -- Chapter 9: Ceremonial Events -- Chapter 10: Conflicting National Narratives -- Part 4 -- Chapter 11: The Graduates -- Chapter 12: Conclusions.
    Note: Includes bibliographical references and index
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