DDGC 2017

March 2-5 (University of North Carolina, Asheville)

What place do diversity and decolonization have in the German curriculum? What current implementation models exist, which help diversify and decolonize German curricula by encouraging empathy across various lines of difference? What movement can be cultivated from such work and what role does/can German Studies play in shaping broader diversity and social justice initiatives at institutions across the country? The conference brings together scholars and practitioners at all stages in their career from North American and international institutions in order to answer these and related questions.

DDGC is divided into two parts. One part entails presentations and discussions considering work intersecting German applied language, cultural, feminist, queer, gender, black, and/or ethnic studies engaging the questions above. The other part consists of a series of workshops during which participants develop concrete lessons, modules, mission statements or manifestos suitable to engender curricular and other change at participants’ home institutions. ​

Organizers & Institutional Host

Regine Criser (University of North Carolina, Asheville)

Ervin Malakaj (Sam Houston State University)

The 2017 DDGC Conference is hosted by the German programs at UNCA and SHSU with financial support from UNCA, SHSU, AATG, DAAD, and the NEH Distinguished Professor of History Dan Pierce.

Program

Thursday, March 2, 2017

Arrivals in Asheville

Friday, March 3, 2017

8:30 Shuttles from Hotel to UNCA

9:00 - 10:30 Welcome, Breakfast & Introductions/What is diversity & decolonization?
Elena Adell (Chair, Department of Modern Languages at UNCA)
Regine Criser (UNCA) & Ervin Malakaj (Sam Houston State University)

10:45 - 11:30 Workshop 1  
Regine Criser: How does my program foster diversity? What are its decolonizing effects? How can I foster diversity and decolonization in my program? What are the areas where this is applicable?

11:30 - 12:30    Lunch Break

12:45 - 2:00 Presentations Block 1
Moderator: Holly Brining (University of Minnesota Duluth)

  1. Ashwin Manthripragada (Hobart and William Smith Colleges): Reshaping German Studies

  2. Kira Schmidt (University of the Western Cape): Decolonizing the German Studies Curriculum at the University of the Western Cape in South Africa

  3. Magda Tarnawska Senel (UCLA): Devising Diverse Language Programs


2:00 - 2:30 Break

2:30 - 3:45 Presentations Block 2
Moderator: Maureen Gallagher (Lafayette College)

  1. Jennifer Redman (Franklin and Marshall College): Multiliteracy and Diversity

  2. Emina Musanovic (Linfield College): Decolonizing the Gatekeepers

  3. Regine Criser (UNC Asheville): Finding yourself in a foreign language – gender inclusive classroom strategies


3:45-4:00 Break

4:00 - 5:30 Workshop 2    
Isolating strategies to diversify and decolonize my curriculum: What are realistic goals and why is this integral for my program?

5:45  Shuttles from UNCA to Hotel

6:30 Joined Dinner
​

Saturday, March 4, 2017

8:30 Shuttles from Hotel to UNCA

8:45 - 9:15 Breakfast/Check-in       

9:15 - 10:30 Presentation Block 3
Moderator: Amanda Randall (St. Olaf College)

  1. Petra Watzke (Skidmore College): TPR and Me – Communicative Language Teaching and Its Focus on Ableism

  2. Brett Sterling (University of Arkansas): Breaking the Frame: Diversity in German Comics

  3. Cori Crane & Matthias Fingerhut (UT Austin): Playing the Part – Disorienting Dilemmas in Teaching about Texas German-Comanche History


10:30 - 10:45 Break

10:45 - 12:00 Presentation Block 4
Moderator: Karin Maxey (Vassar College)

  1. Christin Zenker (Washington University, St. Louis): Integrating Black German Studies into Language Courses

  2. Feisal Kirumira (University of Alberta Augustana): Integrating Black German Studies into the Curriculum

  3. Lisa Marie Andersen (Hunter College, CUNY): Including Black and Ethnic Studies in Literature Courses


12:00 - 1:00 Lunch Break

1:00 - 1:15 Greetings from UNCA Chancellor
Mary K. Grant (Chancellor, UNCA) 

1:15-2:30 Workshop 3
Ervin Malakaj (Sam Houston State University): Student Engagement as Decolonization & Successful Student Recruitment

2:30 - 3:00 Break

3:00 - 4:30 Workshop 4
Bringing it all together - Action Plan for Diversifying and Decolonizing my German Program

5:00 Shuttles from UNCA to Hotel
Dinner on your own

Sunday, March 5, 2017

8:30    Shuttles from Hotel to UNCA

8:45 - 9:30 Breakfast/Check in

9:30 - 11:00    Presentation of Action Plans

11:00 - 11:30 Reflections

11:45 Shuttles from UNCA to Hotel/Departure

DDGC 2017 Reading List

  • Sara Ahmed, "Feminist Killjoys (And Other Willful Subjects)," The Scholar and Feminist Online: Polyphonic Feminisms--Acting in Concert 8.3 (2010). 

  • Stacy Jane Grover, "Creating Trans-Inclusive Curricula," Inside Higher Ed November 4, 2016. 

  • bell hooks, "Talking Race and Racism," Teaching Community: A Pedagogy of Hope (New York: Routledge, 2003), 25-41.

  • Audre Lorde, "The Transformation of Silence into Language and Action," Sister Outsider (Berkeley: Crossing Press, 2007), 40-45.

  • George F. Peters, "Editor's Corner," Die Unterrichtspraxis: Special Issue on Diversity 25.2 (1992): vii-viii. 

  • Zoé Samudzi, "We Need a Decolonialized, Not a 'Diverse,' Education," Harlot Magazine March 29, 2016. 

Working Bibliography 

  • Adams, Maurianne, Lee Anne Bell and Diane Goodman, eds. Teaching for Diversiy and Social Justice. A Sourcebook.New York: Routledge, 1997.

  • Ayers, William, Jean Ann Hunt and Therese Quinn, eds. Teaching for Social Justice. A Democracy and Education Reader. New York: Teachers College Press, 1998.

  • Barnett, Roland. Higher Education: A Critical Business. Buckingam and Bristol: The Society for Research inro Higher Education&Open University Press, 1997.

  •  Bell, Brenda, et al., eds. We make the Road by Walking. Conversations on Education and Social Change. Myles Horton and Paulo Freire. Philadelphia: Temple UP, 1990.

  • Bracher, Mark. “Teaching for Social Justice: Reeducating the Emotions through Literary Study.” JAC, vol. 26, no. 3/4 (2006), 463-512.

  • Brumfit, C., F. Myles, R. Mitchell, B. Johnston and P. Ford. “Language Study in Higher Education and the Development of Criticality.” International Journal of Applied Linguistics 15, no 2, 2005. 145–68.

  • Byram, Michael. From Foreign Language Education to Education for Intercultural Citizenship: Essays and Reflections. Clevedon, UK: Multilingual Matters, 2005.

  • McLaren, Peter and Ramin Farahmandpur. Teaching Against Global Capitalism and the New Imperialism. A Critical Pedagogy. Lanham, Bouder, New York: Rowman&Littlefield Publishers, Inc, 2005.

  • Chapman, Thandeka K. & Nikola Hobbel, eds. Social Justice Pedagogy Across the Curriculum. The Practice of Freedom. New York, London: Routledge, 2010.  

  • Cho, Seehwa. Critical Pedagogy and Social Change. Critical Analysis on the Language of Possibility. New York, London: Routledge, 2013.

  • Cowden, Stephen and Gurnam Singh. Acts of Knowing. Critical Pedagogy In, Against and Beyond the University.New York, London: Bloomsbury, 2013.

  • De Lissovay, Noah. Power, Crisis, and Education. Rethinking Critical Pedagogy. New York: Palgrave Macmillan, 2008.

  • Derasiewicz, William. Excellent Sheep. The Miseducation of the American Elite & The Way to a Meaningful Life. New York, London, Toronto, Sydneu, New Delhi: Free Press, 2014.

  • Freire, Paulo. Pedagogy of the Oppressed. London, New York: Penguin Books, 1996.

  • ---. Pedagogy of Freedom. Ethics, Democracy, and Civic Courage. London, Boulder, New York, Oxford: Rowman&Littlefield Publishers, Inc., 1998.

  • Gay, G. Culturally Responsice Teaching: Theory, Research, & Practice. New York: Teachers College Press, 2000 .

  • Giroux, Henry A. America on the Edge. Henry Giroux on Politics, Culture, and Education. New York: Palgrave Macmillan, 2006.

  • ---. “Critical Theory and Educational Practice.” The Critical Pedagogy Reader. Ed. Antonia Darder, Martha P. Baltodano and Rodolfo D. Torres. New York: Routledge, 2009. 27-51.

  • ---. On Critical Pedagogy. New York: Bloomsbury Academic, 2012.

  • ---. The Violence of Organized Forgetting: Thinking Beyond America's Disimagination Machine. San Francisco, City Lights, 2014.

  • ---. Neoliberalism's War on Higher Education. Chicago: Haymarket Books, 2014.

  • ---. America at War with Itself. San Francisco, City Lights, 2016.

  • Glynn, Cassandra, Pamela Wesely and Beth Wassell. Words and Actions: Teaching Languages Through the Lens of Social Justice. Alexandria: ACTFL, 2015.

  • Grant, C.A. & C. E. Sleeter. Turning on Learning. Five Approaches for Multicultural Teaching Plans for Race, Class, Gender and Disability. Hoboken, NJ: Wiley: 2008.

  • hooks, bell. Teaching to Transgress. Education as the Practice of Freedom. New York: Routledge, 1994.

  • ---. Teaching Community. A Pedagogy of Hope. New York: Routledge, 2003.

  • ---. “Confronting Class in the Classroom.” The Critical Pedagogy Reader. Ed. Antonia Darder, Martha P. Baltodano and Rodolfo D. Torres. New York: Routledge, 2009. 135-141.

  • ---. Teaching Critical Thinking. Practical Wisdom. New York: Routledge, 2010.

  • Horton, Myles. The Long Haul: an Autobiography. New York: Doubleday, 1990.

  • Jacobs, Dale, ed. The Myles Horton Reader: Education For Social Change. Knoxville: U

  • Tennessee P, 2003.

  • Jorge, Ethel and Milton Machuca. “A Conversation about Language Teaching and Social Justice,” Spanish Language Teaching and Learning: Policy, Practice and Performance, vol. 91, no. 1, (Mar., 2008), 265-266.

  • Kahane, David. “Learning About Obligation, Compassion, and Global Justice: The Place of Contemplative Pedagogy,” New Directions for Teaching and Learning. Special Issue: Internationalizing the Curriculum in Higher Education. Vol. 2009, issue 118, 1–115.

  • Kramsch, Claire. Context and Culture in Language Teaching. Oxford: Oxford University Press, 1993.

  • ---. “Whose German? Whose English? German Studies as Cultural Translation.” The German Quarterly. Vol. 79, No. 2 (Spring, 2006), 249-252.

  • Kubota, Ryuko. “Critical Teaching of Japanese Culture.” Japanese Language and Literature. Vol. 37. No. 1 (Apr, 2003), 67-87.

  • Nakayama, Thomas and Rona Tamiko Halualani. The Handbook of Critical Intercultural Communication. Oxford: Wiley-Blackwell, 2010.

  • Nieto, Sonia. Language, Culture, and Teaching. Critical Perspectives for a New Century. Mahwah, New Jersey: Lawrence Erlbaum, 2001.

  • ---. Affirming Diversity: The Sociopolitical Context of Multicultural Education. Boston: Pearson, 2004.

  • ---, ed. Dear Paulo. Letters from Those Who Dare Teach. Boulder: Paradigm, 2008.

  • --- and Patty Bode. Affirming Diversity: The Sociopolitical Context of Multicultural Education. Boston: Pearson, 2012.

  • Nikolakaki, Maria, ed. Critical Pedagogy in the New Dark Age. Challenges and Possibilities. New York, Berlin: Peter Lang, 2012.

  • Osborn, Terry A. Teaching World Languages for Social Justice. A Sourcebook of Principles and Practices. New Jersey, London: Lawrence Erlbaum Associates, 2006.

  • Purpel, David E. and William M. McLaurin, Jr. “A Curriculum for Social Justice and Compassion.” In: Counterpoints. Vol. 262, Reflections on the Moral & Spiritual Crisis in Education (2004), 125-140.

  • Reagan, Timothy and Terry Osborn. The Foreign Language Educator in Society. Toward a Critical Pedagogy.Mahwah, NJ: Lawrence Erlbaum Associates. 2002.

  • Szilagyi, Charlotte, Sabrina K. Rahman, and Michael Saman, eds. Imagining Blackness in

  • Germany and Austria. Cambridge: Cambridge Scholars Press, 2012.

  • Sleeter, Christine and Peter L. McLaren. Multicultural Education, Critical Pedagogy, and the Politics of Difference. Albany: SUNY, 1995.

  • Sokolower, J. “Bringing Globalization Home: A High School Teacher Helps Immigrant Stuendts Draw on Their Own Experience,” Rethinking Schools, 21 (1), 2006.

  • Swalwell, Katy M. Educating Activist Allies. Social Justice Pedagogy with the Suburban and Urban Elite. New York: Routledge, 2013.

  • Tollefson, J.W. Power and Inequality in Language Education. Cambridge Applied Linguistics Series, Cambridge: Cambridge University Press, 1995.

Confirmed Participants

Speakers, Presenters, Moderators and Auditors
Anderson, Lisa Marie
Hunter College (CUNY)

Brining, Holly
University of Minnesota, Duluth

Brunow, Beate
Wofford College

Crane, Cori
UT Austin

Dudnik, Natalia
George Mason University

Ellis, Robin
Davidson College

Emm, Amy
Citadel

Matthias Fingerhuth
UT Austin

Gallagher, Maureen
Lafayette College

Hansen, Lauren
University of Mississippi

Jakeway, Angela
University of North Carolina Charlotte

Kathöfer, Gabi
University of Denver

Kirumira, Feisal
University of Alberta Augustana

Krick-Aigner, Kirsten
Wofford College

Manthripragada, Ashwin
Hobart and William Smith Colleges

Maxey, Karin
Vassar College

Musanovic, Emina
Linfield College

Nossett, Lauren
Elon University

Randall, Amanda
St. Olaf College

Redmann, Jennifer
Franklin and Marshall College

Saman, Michael
Independent Scholar

Schmidt, Kira
University of the Western Cape

Sederberg, Kathryn
Texas Christian University

Skow-Obenaus, Katherine
Citadel

Sterling, Brett
University of Arkansas

Tarnawska Senel, Magda
UCLA

Watzke, Petra
Skidmore College

Zenker, Christin
Washington University in St. Louis