DEPARTMENT OF GERMAN STUDIES
YEAR ABROAD
RESIDENTIAL SCHOOL
HEIMVOLKSHOCHSCHULE
SCHLOSS DHAUN
19-22 April 2016
DEPARTMENT OF GERMAN STUDIES
THE UNIVERSITY OF WARWICK
COVENTRY CV4 7AL UNITED KINGDOM
TEL: (0)24 76 524419
FAX: (0)24 76 528173
EMAIL: GSSAM@WARWICK.AC.UK
COURSE LEADERS: H.SCHMITZ@WARWICK.AC.WICK.AC.UK
BIRGIT.RODER€WARWICK.AC.UK
1
AIMS AND OBJECTIVES
1.
2.
3.
4.
5.
6.
7.
To encourage your analysis of experience of the year abroad.
To facilitate preparation for final year.
To refresh generic skills (e.g. textual analysis, spoken German, translation) and
develop transferable skills, e.g. communication, summarising and public speaking.
To foster co-operative and productive working practices.
To create an atmosphere conducive to good student/student, staff/student
relations and, in particular, to engender further social contact between students
returning to a social environment now lacking their former non-MFL peers.
To work on material and topics one might not encounter otherwise on the degree
course.
To encourage thought about life after Warwick.
The mixture of work and recreation is intended to ensure a stimulating and enjoyable
residential school.
How does the programme work?
The programme, together with the attached lists of groups, tells you what you are
required to be doing, when, where and with whom. Make sure you’re in the right
place at the right time with the right group of people. We’ve mixed up the groups so
that you work with different people at different times.
The small-group work on Kafka texts (Wednesday a.m.), and discussing current events
in Germany (Wednesday p.m.), are intended to encourage detailed analysis for
presentation to the large plenary sessions. So be sure at the beginning of the smallgroup discussions to nominate a note-taker and speakers to represent your views in a
prepared and structured way. Summarising others’ opinions before a large group is a
useful transferable skill, one which such an exercise should cultivate. Interesting and
useful discussions in the plenary sessions depend on the quality of preparation and
presentation by small group representatives. Remember that material discussed at
Dhaun is relevant for a wide range of final-year modules.
Preparing for final year. The session on (Wednesday a.m.) is intended to update you on
recent developments at Warwick and to inform you on course requirements and
module options. Helmut Schmitz will explain the German Department’s system of
final-year module choice and a ballot for options will be conducted.
Translation work (Thursday a.m.) The requirement in the small groups is that you
produce your German version of the designated sections. In the large plenary group
these will be compared on screen with others’ versions and with that of staff. The
session will be run by Jim, Annika and other colleagues. Members of staff will come
round to offer support on vocabulary and grammar if required, but your version
should be your own collective effort. In the course of your small-group work, we will
collect your handwritten versions of sentences for projection during the plenary
session.
2
Punctuality for all sessions is expected and will be much appreciated.
The director of the Heimvolkshochschule is Frau Prietz, email: info@schlossdhaun.de.
She and her colleagues should be available during normal office hours. The office is
situated on the ground floor at the foot of the stairs. The Schloss website is:
http://www.schlossdhaun.de. The contact telephone number is: 06752 93840. Save
this into your mobile ‘phone, before embarking on your journey!
Soft drinks and beer served during mealtimes must be paid for. At other times, they
may be purchased from the secretariat (during office hours – please note these times
and stock up, this is not a 24/7 service!). The bar off the balcony on the first floor will
be open Tuesday and Wednesday evening after 21.00. Thursday’s evening’s bar will
be in the Wappensaal. Smoking is allowed only outside. No alcohol is allowed in
individual rooms.
Room keys. Please look after your Schloß room keys and return them to the counter in
the foyer on Friday morning. If sharing a room in the hotel make sure you agree on
custody of the key.
Health. Please also look after your own health. This means above all caution with
regard to alcohol. It goes without saying that any other narcotic substances are
banned.
Refund of travelling expenses. We should already have received your statement of
travel costs. You will receive a travel claim form as a PDF file in advance of your arrival
at Dhaun which you need to fill in and send to Harpal Singh along with your original
ticket/s. Car drivers will get actual costs incurred, again on provision of
documentation, e.g. petrol station receipts.
Telephone. There is a telephone on the ground floor in the Kaffeeraum. There are
phones in the hotel rooms but you are advised to check with the hotel management
for costs per Einheit. Better to use your mobile: reception is reasonable for most
major networks.
The Schloss. The grounds of the castle are open to the public, so please be aware of
the need for security and lock the main door (in the foyer) on leaving and returning to
the Heimvolkshochschule in the evening.
Transport on Friday morning. Transport back to Kirn station on Friday morning will be
available in time for trains and flights.
For the station: one bus will leave the Schloss at 07.15 on the Friday, arriving at Kirn
Bahnhof at 07:45 approx for trains leaving shortly after 08:00. The same procedure
will be followed an hour later, with a bus leaving at 08:15 arriving at 08:45 (station)
for trains leaving just after 09:00. Sign-up lists for the bus home will be available at
the Schloss.
3
KURSTEILNEHMER
KOLLEG/INNEN
1. HELMUT SCHMITZ (HS) & 2. BIRGIT RÖDER (BR) Kursleiter
3. SEAN ALLAN (SA)
4. CLAIRE HALLDRON (CH)
CAREERS SERVICE LANGUAGES ADVISOR
5. JIM JORDAN (JJ)
6. ANNIKA MAY (AM)
DAAD LEKTORIN
7. IAN ROBERTS (IR)
NB – Emergency ONLY contact number during the stay:
Helmut Schmitz
Birgit Röder
07576373738
07847014162
4
STUDENT/INNEN 2016
AGARD
Rachel
Erasmus
München, D
ANSTISS
Daniel
Work Placement
Bamberg, D
ARENTSEN
Phoebe
Teaching Assistant
Mühlheim, D
ASANTEWAA
Yasmin
Erasmus
Göttingen, D
ASLAM
Hamza
Erasmus
Bamberg, D
ASPDEN
Georgina
Erasmus
Berlin, D
BATRA
Inayat
Erasmus
Mannheim, D
BETTERMANN
Richard
Work Placement
München, D
BROWN
David
Teaching Assistant
Neuss, D
CRADDOCK
Kilian
Work Placement
Hamburg, D
CHARD
Joseph
Teaching Assistant
Dresden, D
CLARKE
DE LA BARRE
DE NANTEUIL
Charlotte
Teaching Assistant
Hameln, D
Louise
Erasmus
Wien, A
EMERY
Katherine
Erasmus
Wien, A
FISH
Ryan
Erasmus
Mannheim, D
FOSTER
Daniel
Teaching Assistant
Bremen, D
HULLEY
Robert
Work Placement
München, D
HUTHWAITE
Desmond
Erasmus
Berlin, D
HUTTON
Rebecca
Erasmus
Konstanz, D
JAMESON
Oliver
Erasmus
Münster, D
KAUR
Parvinder
Work Placement
München, D
KAYE
Melissa
Erasmus
Göttingen, D
KING
Jack
Erasmus
Berlin, D
LANE
Hannah
Erasmus
Frankfurt, D
LYASHCH
Ekaterina
Erasmus
Konstanz, D
MAUS
Cyril
Work Placement
München, D
MILLEN
Frances
Erasmus
München, D
NARTEY
Rianna
Teaching Assistant
Erkelenz, D
OWENS
Kirsten
Work Placement
Stuttgart, D
PEEL
Jennifer
Erasmus
Mannheim, D
PHEBY
Caitlin
Erasmus
Mannheim, D
READ
Catherine
Erasmus
Bayreuth, D
SCRUTTON
Thomas
Work Placement
Frankfurt, D
SHANAHAN
Katie
Erasmus
Dresden, D
SULLIVAN
Lucy
Teaching Assistant
Hagen, D
WALKER
Scott
Erasmus
Wien, A
WALMSLEY
Francesca
Erasmus
Dresden, D
WIGGET
Bethan
Erasmus
Haßloch, D
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PROGRAMM
“Meine Pünktlichkeit drückt aus, dass mir deine Zeit so wertvoll ist wie meine eigene.”
HELGA SCHAEFERLING
... um Eure wird auch gebeten!
DIENSTAG 19 APRIL
17.30 – 18.00 Willkommen! Vorstellung und Einführung
HS, BR + alle Kolleg/Innen
18.00 – 19.00 Abendessen im Schloss
19.00 – 20.30 Das Auslandsjahr I
Persönliche Erfahrungen; Erfahrungen mit der deutschen Sprache.
Einzelberichte und Erfahrungsaustausche, Gruppenarbeit (auf Deutsch)
Siehe Liste 1
JJ/AM/IR/BR/HS




21.00
Schuldienst: AssistentInnen in Deutschland und Österreich berichten von ihren Erfahrungen
an Schulen.
Universitäten: StudentInnen in Deutschland und Österreich berichten von ihrer Beteiligung an
Lehrveranstaltungen und von ihren Eindrücken des hiesigen Hochschulsystems.
Einzelberichte und Erfahrungsaustausche. StudentInnen berichten von ihren Strategien zur
Vervollständigung ihrer Sprachkenntnisse.
Erfahrungen mit der deutschen Sprache: Strategien zur Vervollständigung der
Sprachkenntnisse.
Bar im Schloss geöffnet
Sperrstunde um 23.30.
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MITTWOCH 20 APRIL
08.00 - 08.45 Frühstück im Schloss
09.00 – 10.00 Gruppenarbeit (siehe Liste 2). Literaturanalyse: Franz Kafkas
Kurzprosa. Jede Gruppe diskutiert einen Text wie folgt:
Seminargruppen
Gruppe 1A
Gruppe 1B
Gruppe 1C
Gruppe 1D
Gruppe 1E
Text 1
Text 2
Text 3
Text 4
Text 5
10.00 - 10.15 Kaffeepause
10.15 - 11.45 Plenary session. Franz Kafkas Kurzprosa: small group presentation:
Seminarraum I
BR/HS
„Du hast nicht genug Achtung vor der Schrift und veränderst die Geschichte“. 2. „Richtiges
Auffassen einer Sache und gleichzeitiges Mißverstehen der gleichen Sache schließen einander
nicht aus.“ 3. „Man muß nicht alles für wahr halten, man muß es nur für notwendig halten“. 4.
„Die Schrift ist unveränderlich und die Meinungen sind oft nur ein Ausdruck der Verzweiflung
darüber“. Franz Kafka: Der Prozeß, Kapitel 9.
11:45 – 13.00 Preparing for Final Year: Seminarraum II. SA/JJ/HS/BR
Outline of course structures; core modules; new developments; internal and external
options: this will begin as a plenary but will then split up into groups according to
degree course: English & German BR; German with International Studies HS ; French &
German, German with French SA, German & Business Studies JJ; Italian and German,
German with Italian, German with Spanish HS
13.00
Mittagessen im Schloss
14.15-16.00
Wanderung. Treffen am Hotel-Parkplatz HS
16.00-16.30
Kaffee und Kuchen im Schloss
7
DEUTSCHLAND IN EUROPA UND DER WELT
Gruppen siehe Liste 3. Bitte Platz nehmen in Seminarraum I (vorn), Seminarraum I (hinten),
Seminarraum II, im Cafe und im Foyer. Siehe Arbeitsblatt 1.
16.30-17.30
Gruppenarbeit: „Deutschland in Europa und der Welt“
Gruppen siehe Liste 2.
17.45–19.15 Plenum. Seminarraum I: Alle Kursteilnehmer und KollegInnen.
19.15-20.00
Abendessen im Schloss
20.00-21.00
‘Life after Warwick’: Careers session with Warwick Modern Languages Careers Advisor
Claire Halldron
Ab 21.15
Bar geöffnet
Sperrstunde um 23:30.
DONNERSTAG 21 APRIL: “LOST IN TRANSLATION” DAY
08.00 - 09.00 Frühstück im Schloss
09.15 – 13.00 Translation work
09.15 - 10.45
Textbearbeitung in Gruppen: Herstellung einer ‚Musterversion‘.
Gruppen siehe Liste 4. JJ/AM/IR/HS to advise on groups & collect versions for
typing by SA & BR
10.45
Kaffee
11.00 - 13.00
Plenumssitzung: JJ/AM
I. Die Gruppen stellen ihre Versionen vor. JJ/AM
Alle Kursteilnehmer Seminarraum II
Bitte in Euren Arbeitsgruppen bleiben! Liste 4
II. Vergleich mit Musterversion von Kolleg/Innen
13.00
Gruppenbild im Hof. Bitte Kameras mitbringen!
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13.15
Mittagessen im Schloss
14.00
Two parallel sessions:
Individual tutorial interviews. See list 5 for times & places.
Please
make sure you bring a completed Personal Development Form. Students at University
should bring ‘Scheine’ for inspection.
Simultaneously: further careers meetings (CH)
See board in foyer for lists and more details.
16.00 – 16.30 Kaffee und Kuchen
16.30 – 19.30 Film: DIE FETTEN JAHRE SIND VORBEI
(mit anschließender Diskussion; siehe Arbeitsblatt 2)
Alle Kursteilnehmer. Seminarraum II (IR und alle Kolleg/innen)
20.00 - 21.00 Abendessen im Wappensaal
21.00 - 24.00 Bar im Wappensaal
Freitag 22 April
07.00 – 08.00 Frühstück im Schloss
Bus Verbindungen:
Abreise Schloss:
Ankunft Kirn Bahnhof
Züge fahren ab:
bzw.
Bus 1
Bus 2
07:15
07:45
08:15
08:45
08:03
08:12
bzw.
09:03
09:12
The bus will not wait for Langschläfer!
TSCHÜSS UND BIS OKTOBER 2016!
9
LISTE 1
DAS AUSLANDSJAHR I
Donnerstag 19.00 - 20.30





Schuldienst: AssistentInnen in Deutschland, Österreich berichten von ihren Erfahrungen an Schulen.
Universitäten: StudentInnen in Deutschland, Österreich und Frankreich berichten von ihrer Beteiligung
an Lehrveranstaltungen und von ihren Eindrücken des hiesigen Hochschulsystems.
Diskussion über das deutsche Bildungssystem.
Praktikanten berichten von ihren Erfahrungen mit dem deutschen Arbeitsmarkt.
Erfahrungen mit der deutschen Sprache: StudentInnen berichten von ihren Strategien zur
Vervollständigung ihrer Sprachkenntnisse im Gastgeberland.
GRUPPE 1 SEMINARRAUM II – SCHULDIENST
AM
ARENTSEN
Phoebe
German and History
Assistentin
Mühlheim, D
BROWN
David
French and German
Assistent
Neuss, D
CHARD
Joseph
German with Italian
Assistent
Dresden, D
CLARKE
Charlotte
German
Assistentin
Hameln, D
FOSTER
Daniel
German with French
Assistent
Bremen, D
JAMESON
Oliver
German and History
Assistent
Münster, D
NARTEY
Rianna
German with Intern. Studies
Assistentin
Erkelenz, D
SULLIVAN
Lucy
German
Assistentin
Hagen, D
WIGGETT
Bethan
German
Assistentin
Haßloch, D
GRUPPE 2 SEMINARRAUM I UNIVERSITÄTEN/PRAKTIKUM
IR
ANSTISS
Daniel
German and Business
Praktikum
Bamberg, D
BETTERMANN
Richard
German and Business
Praktikum
Mannheim, D
CRADDOCK
Kilian
Hispanic and German
Praktikum
Hamburg, D
EMERY
Katherine
German and Business
Praktikum
Kiel, D
HULLEY
Robert
German and Business
Praktikum
München, D
KAUR
Parvinder
German with Intern. Studies
Praktikum
München, D
MAUS
Cyril
German and Business
Praktikum
München, D
OWENS
Kirsten
Thomas
German and Business
Praktikum
Stuttrart, D
German Studies
Praktikum
Frankfurt, D
SCRUTTON
GRUPPE 3 SEMINARRAUM II – UNIVERSITÄTEN
JJ
AGARD
Rachel
English and German
Erasmus
München, D
ASLAM
Hamza
German and Business
Erasmus
Bamberg, D
ASPDEN
Georgina
German with French
Erasmus
Berlin, D
BATRA
Inayat
German and Business
Erasmus
Mannheim, D
HUTHWAITE
Desmond
English and German
Erasmus
Berlin, D
KAYE
Melissa
German and Business
Erasmus
Göttingen, D
KING
Jack
German
Erasmus
Berlin, D
LANE
Hannah
German and Business
Erasmus
Frankfurt, D
WALKER
Scott
German and Business
Erasmus
Wien, A
WALMSLEY
Francesca
German with Spanish
Erasmus
Dresden, D
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GRUPPE 4 IN DER BAR – UNIVERSITÄTEN HS
ASANTEWAA
DE LA BARRE
DE NANTEUIL
Yasmin
German and Business
Erasmus
Göttingen, D
Louise
German and Business
Erasmus
Wien, A
FISH
Ryan
German and Business
Erasmus
Mannheim, D
HUTTON
Rebecca
English and German
Erasmus
Konstanz, D
LYASHCH
Ekaterina
German with Intern. Studies
Erasmus
Konstanz, D
MILLEN
Frances
French and German
Erasmus
München, D
PEEL
Jennifer
German and Business
Erasmus
Mannheim, D
PHEBY
Caitlin
German and Business
Erasmus
Mannheim, D
READ
Catherine
English and German
Erasmus
Bayreuth, D
SHANAHAN
Katie
English and German
Erasmus
Dresden, D
11
LISTE 2: KAFKA: FREITAG 9.00 – 11.45
BITTE IN GRUPPEN FOLGENDE TEXTE ( 1, 2, 3, 4 ODER 5) ANALYSIEREN UND REFERIEREN, ABER VOR DER PLENUMSSITZUNG
AUCH DIE ANDEREN TEXTE LESEN!
9.00 – 10.00: ARBEITSGRUPPEN
Gruppe A: Text 1
ASPDEN, Georgina
CHARD, Joseph
EMERY, Katherine
FISH, Ryan
HUTHWAITE, Desmond
MAUS, Cyril
PEEL, Jennifer
Gruppe B: Text 2
ASLAM, Hamza
BATRA, Inayat
BROWN, David
CLARKE, Charlotte
KAY, Melissa
OWENS, Kirsten
READ, Catherine
WALKER, Scott
Gruppe C: Text 3
DE LA BARRE DE NANTEUIL, Louise
ANSTISS, Daniel
CRADDOCK, Kilian
HUTTON, Rebecca
KING, Jack
LYASHCH, Ekaterina
MILLEN, Frances
SCUTTON, Thomas
Gruppe D: Text 4
AGARD, Rachel
FOSTER, Daniel
HULLEY, Robert
KUR, Parvinder
LANE, Hannah
NARTEY, Rianna
PHEBY, Caitlin
SULLIVAN, Lucy
Gruppe E: Text 5
ARENTSEN, Phoebe
ASATEWAA, Yasmin
BETTERMANN, Richard
JAMESON, Oliver
SHANAHAN, Katie
WALSMSLEY, Francesca
WIGGETT, Bethan
12
LISTE 3
DAS AUSLANDSJAHR II
Deutschland in Europa und der Welt
Mitglieder jeder Gruppe bitte einander gegenüber sitzen
Deutschland und die EU
GRUPPE 1
Seminarraum I (vorn)
Agard, Rachel
Craddock, Kilian
Kaur, Parvinda
Hutton, Rebecca
Sullivan, Lucy
Walker, Scott
Walmsley, Francesca
Silvesternacht in Köln
GRUPPE 2
Seminarraum I (hinten)
Arentsen, Phoebe
Chard, Joseph
Clarke, Charlotte
Fish, Ryan
Lyashch, Ekaterina
Nartey, Rianna
Read, Catherine
Pegida
GRUPPE 3
Seminarraum II
Asantewaa, Yasmin
Aspden, Georgina
De La Barre De Nanteuil, Louise
Brown, David
Foster, Daniel
Huthwaite, Desmond
Lane, Hannah
Millen, Frances
Flüchtlingssituation
GRUPPE 4
Cafe
Aslam, Hamza
Jameson, Oliver
King, Jack
Maus,Cyril
Peel, Jennifer
Pheby, Caitlin
Shanahan, Katie
Wigget, Bethan
Die deutsche Wirtschaft
GRUPPE 5
Foyer
Anstiss, Daniel
Batra, Inayat
Bettermann, Richard
Emery, Katherine
Hulley, Robert
Kaye, Melissa
Owens, Kirsten
Scrutton, Thomas
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Deutschland in Europa und der Welt (Arbeitsblatt 1)
In preparation for Deutschland in Europa und der Welt please have a look at the links for your group topic and
read the relevant articles. We will first discuss the questions in small groups followed by a plenary session. Of
course you are welcome to carry on your own independent research and talk to friends, fellow students and
colleagues. If you get the time it would be good if you could have a look at one article from each of the other
groups. Please note that the discussions will be in German!
Deutschland und die EU
1. Fühlen die Deutschen sich deiner Meinung nach eher als Deutsche oder als Europäer?
2. Welche Rolle spielt Deutschland in der EU?
3. Wie ist die Berichterstattung in deutschen Medien über den Brexit?
4. Welche Auswirkungen hat die Flüchtlingskrise auf die EU?
http://www.faz.net/aktuell/politik/europaeische-union/brexit-kritik-an-david-camerons-eu-deal-ingrossbritannien-14050526.html
http://www.spiegel.de/politik/ausland/brexit-eu-und-cameron-inszenieren-kampf-um-reformen-a1075083.html
http://www.bpb.de/politik/grundfragen/24-deutschland/40493/deutschland-in-der-eu
http://www.faz.net/aktuell/politik/europaeische-union/fluechtlingskrise-ankara-ist-fuer-die-eu-unentbehrlich14057312.html
http://www.zeit.de/politik/deutschland/2015-07/deutschland-frankreich-europa-interview
Auswirkungen der Silvesternacht in Köln auf die Flüchtlingsdiskussion
1. Die Berichterstattung über die Silvesternacht in Köln wurde heftig kritisiert. Haben die Medien deiner
Meinung nach unverantwortlich gehandelt?
2. Wie reagieren die Kölner selbst auf die Vorfälle und welche Auswirkungen gab es auf die
Karnevalszeit zwei Monate später? Warst du selbst nach Silvester in Köln?
3. Welche Auswirkungen hat die Silvesternacht in Köln auf die Wahrnehmung der EU?
4. Wie werden die Flüchtlinge nach den Vorfällen in Paris und Köln wahrgenommen?
http://www.welt.de/politik/ausland/article151094324/53-Prozent-der-Briten-nach-Koeln-fuer-EUAustritt.html
http://www.faz.net/aktuell/gesellschaft/er-will-es-mal-probieren-fluechtling-shafi-im-koelnerkarnevalstreiben-14055833.html
http://www.zeit.de/gesellschaft/zeitgeschehen/2016-01/koeln-silvester-sexuelle-uebergriffe-raub-faq
http://www.zeit.de/gesellschaft/zeitgeschehen/2016-01/silvesternacht-koeln-fluechtling-syrien-bericht
http://www.focus.de/politik/deutschland/kippt-die-stimmung-das-erlebten-fluechtlingshelfer-nach-dersilvesternacht-in-koeln_id_5205532.html
Pegida
1. Bei Pegida-Anhängern handelt es sich nicht um „typische“ Demonstranten. Warum gehen diese
Menschen deiner Meinung nach auf die Straße?
2. Welche Rolle spielen Pegida-Demonstrationen in Deutschland? Hast du selbst welche miterlebt?
3. Teilt Pegida Deutschland wieder in Ost und West?
4. Wie verhält sich Pegida in Bezug auf die Flüchtlingskrise?
http://www.zeit.de/kultur/2016-02/pegida-ostdeutschland-fluechtlingskrise-ausgrenzung-10nach8
http://www.faz.net/aktuell/politik/inland/pegida-und-ihre-sympathisanten-fremdenfeindliche-demos-inmehreren-europaeischen-staedten-14055831.html
http://www.spiegel.de/politik/deutschland/pegida-wer-geht-zu-den-demos-und-warum-gehen-sie-auf-diestrasse-a-1074028.html
http://www.welt.de/politik/deutschland/article151918964/Pegida-will-Europa-seine-Grenzen-aufzeigen-undscheitert.html
http://www.faz.net/aktuell/politik/fluechtlingskrise/ex-gruener-unterstuetzt-die-afd-auch-bei-den-gruenenhabe-ich-strohpuppen-brennen-sehen-14060118.html
14
Flüchtlingssituation in Deutschland
1. Deutschland nimmt zur Zeit sehr viele Flüchtlinge auf. Hattest du selbst Kontakt zu Flüchtlingscamps,
-projekten etc.?
2. Wo werden die Flüchtlinge untergebracht? Darf eurer Meinung nach Eigentum beschlagnahmt
werden, um Flüchtlinge unterzubringen?
3. Wie sieht die Bildungssituation für Flüchtlinge aus?
4. Was wird getan, um die Integration der Flüchtlinge voran zu treiben?
http://www.zeit.de/politik/deutschland/2015-10/fluechtlinge-unterkunft-staedtebau-interview
http://www.welt.de/finanzen/immobilien/article146788586/Duerfen-Wohnungen-fuer-Fluechtlingebeschlagnahmt-werden.html
http://www.faz.net/aktuell/feuilleton/forschung-und-lehre/fluechtlinge-der-weg-in-den-arbeitsmarkt-wirdlang-13953827.html
http://www.spiegel.de/schulspiegel/schulpflicht-fuer-fluechtlingskinder-die-wichtigsten-antworten-a1050093.html
https://www.tagesschau.de/inland/hilfe-fuer-fluechtlinge-101.html
Die deutsche Wirtschaft
1. Wie wirkt sich die Flüchtlingssituation auf die deutsche Wirtschaft aus?
2. Welche Auswirkungen hätte es eurer Meinung nach, wenn die EU China als Marktwirtschaft
anerkennt?
3. Eröffnet der Iran Deutschland neue Chancen oder gefährdet er das Verhältnis zu den USA?
4. Welche wirtschaftlichen Folgen hätte ein Austritt Großbritanniens aus der EU für Deutschland?
http://www.n-tv.de/wirtschaft/Punkte-zeigen-Integrationsfaehigkeit-an-article17093081.html
http://www.wiwo.de/politik/ausland/welthandel-wie-china-die-deutsche-wirtschaft-spaltet/12979820.html
http://www.welt.de/wirtschaft/article151089821/Deutsche-Wirtschaft-erwartet-Milliarden-Geschaefte.html
http://www.faz.net/aktuell/wirtschaft/unternehmen/dihk-grenzkontrollen-koennten-teuer-werden-fuer-diedeutsche-wirtschaft-14026089.html
http://www.wiwo.de/politik/europa/brexit-studie-britische-und-deutsche-manager-fuerchten-euaustritt/12963270.html
15
LISTE 4
Translation Donnerstag 9.15 – 10.45
Read the whole passage to get a feel of its register, theme and then work together to produce English
translations of the sections underlined. Colleagues (SA JJ AM IR BR HS) will be on hand to advise if necessary.
Your handwritten versions will be typed up for comparison with other versions in the plenary sessions, when
you will be asked to explain the thinking behind your version.
Abschnitt 1
SEMINARRAUM I
Abschnitt 2
SEMINARRAUM II
Agard, Rachel
Aslam, Hamza
Batra, Inayat
Chard, Joseph
De La Barre De Nanteuil, Louise
Hutton, Rebecca
Lyashch,Ekaterina
Owens, Kirsten
Pheby, Caitlin
Sullivan, Lucy
Anstiss, Daniel
Aspden, Georgina
Bettermann, Richard
Clarke, Charlotte
Emery, Katherine
Jameson, Oliver
Millen, Frances
Read, Catherine
Walker, Scott
Wigget, Bethan
Abschnitt 3
SEMINARRAUM II
Abschnitt 4
RAUM HINTER SEMINARRAUM II
Arentsen, Phoebe
Brown, David
Fish, Ryan
Hulley, Robert
Lane, Hannah
Kaur, Parvinder
Maus, Cyril
Scrutton, Thomas
Walmsley, Francesca
Asantewaa, Yasmin
Craddock, Kilian
Foster, Daniel
Huthwaite, Desmond
Kaye, Melissa
King, Jack
Nartey, Rianna
Peel, Jennifer
Shanahan, Katie
16
TRANSLATION: In bester Gesellschaft
1. Manuel Schmidt ist ein Max Mustermann, aber kein Otto Normalverbraucher. Er war ein
durchschnittliches Kindergartenkind, eines, das nie einem anderen das Pausenbrot wegnahm, aber
auch nie gelobt wurde, weil seine Salzteigfigur besonders schön geworden war. Er war ein
durchschnittlicher Schüler.
Seine Mutter lag mit ihm 13 Stunden in den Wehen. Bei der Geburt war er 3450 Gramm schwer und
51 Zentimeter groß und heute ist er 178,5 Zentimeter groß, “was exakt der Durchschnittsgröße
österreichischer Männer entspricht”. Sein Lieblingsbuch ist Herr der Ringe, sein Lieblingsfilm Der
Pate, sein Lieblingslied ‘Imagine’. Und: er fährt einen VW Golf. “Ich bin der Mittelwert eines
Menschen”, sagt Manuel Schmidt. Und doch ist sein Verbrauch alles andere als durchschnittlich. Er
ist exorbitant hoch.
2. 17.000 Gegenstände besitzt der durchschnittliche Mitteleuropäer, von der Büroklammer im
Schreibtisch bis zum Auto in der Garage. Dies erfährt Manuel, der dann auch festellen muss, selbst
exakt 17.000 Gegenstände zu besitzen, nicht einen weniger, nicht einen mehr. Er beschließt zu
sammeln, bis er 34.000 Gegenstände besitzt. Und so von einem Max Mustermann zu einem
Individualisten zu werden. Doppelt so begütert wie der Durchschnitt. Und es dauert nicht lange, da
beobachtet Manuel gleichzeitig 296 Artikel in einem Internet-Auktionshaus, besitzt 29 Clubkarten
und Treueheftchen, besucht jeden Flohmarkt der Umgebung. Die Gegenstände ordnet er alphabetisch
in Regalen, er weiß von jedem Objekt, wo es gefertigt wurde, wann und wo er es gekauft hat, wie
viel es wert ist. Kurzum: Es dauert nicht lange, da besitzt er nichts mehr, sondern seine Sammlung
besitzt ihn. Wahrlich ein Besessener.
3. Ausgedacht hat sich diesen Sonderling die Schriftstellerin und promovierte Biologin Daniela
Meisel, geboren 1977 im niederösterreichischen Horn. In ihrem herzenswarmen Roman Gegen
einsam stellt sie ihm eine weitere wunderliche Figur zur Seite: die Steuerberaterin Maja Kramer.
Auch sie sammelt, jedoch keine Gegenstände, sondern Wohnungszusagen. Sie gibt sich als Studentin
auf der Suche nach WG-Zimmern aus - und sagt die Zimmer ab, sobald sie eine Zusage bekommt.
Ihre Erfolgsquote liegt bei knapp 70 Prozent: Von 157 angeschauten Zimmern hätte sie 109
bekommen können.
Maja Kramer will Selbstbestätigung, will neue Menschen kennenlernen, will interessante
Geschichten hören. Manuel Schmidt will jemand Besonderes sein, will ernst genommen werden, will
nicht mehr übersehen werden. Beide wollen nicht mehr einsam sein. Natürlich dauert es nicht lange,
da kreuzen sich ihre Wege. Was berechenbar ist, aber schön.
4. Und berechenbar, so viel sei verraten, bleibt ihre Liebesgeschichte nicht bis zum Schluss. Im
Gegenteil. Die Autorin Meisel liefert in ihrem zweiten Roman ein sensibles Porträt zweier
sonderbarer Außenseiter. Sprachlich knapp, rhythmisch monoton, aber inhaltlich in den
Beschreibungen sehr detailverliebt. Von Kapitel zu Kapitel wechselt sie die Perspektive, erzählt mal
aus Manuel Schmidts Sicht, mal aus der von Maja Kramer. Schade und vor allem am Anfang etwas
verwirrend ist es, dass Meisel für beide Personen denselben Sprachstil wählt. Ärgerlich sind manch
sprachliche Schludrigkeiten. Dennoch: Gegen einsam ist ein Buch, mit dem man sich vier fünf
Stunden lang in bester Gesellschaft fühlt.
(c) Spiegel Online
17
LISTE 5: Personal Tutorial Interviews. Donnerstag 14.00-16.00
IAN
ROBERTS
SPEISESAAL VORNE
SEAN
ALLAN
SPEISESAAL
HINTEN
BIRGIT
RÖDER
BAR
HELMUT
SCHMITZ
SEMINARRAUM I
Walker, Scott
Lyash, Ekaterina
Batra, Inayat
Kaye, Melissa
Hulley, Robert
Fish, Ryan
Walmsley, Francesca
Brown, David
Millen, Frances
Maus, Cyril
Bettermann,
Richard
Kaur, Parvinder
Aslam, Hamza
Emery, Katherine
De La Barre de
Nanteuil, Louise
Craddock, Kilian
Aspden, Georgina
Foster, Daniel
Arentsen, Phoebe
Jameson, Oliver
Huthwaite,
Desmond
Shanahan, Katie
Read, Catherine
Nartey, Rianna
Chard, Joseph
ANNIKA
MAY
SPEISESAAL MITTE
JIM
JORDAN
SEMINARRAUM II
Clarke, Charlotte
Hutton, Rebecca
King, Jack
Scrutton, Thomas
Pheby, Caitlin
Peel, Jennifer
Sullivan, Lucy
Wigget, Bethan
Owens, Kirsten
Lane, Hannah
Agard, Rachel
Anstiss, Daniel
Asantewaa, Yasmin
Please bring with you your completed Personal Development Form, and, if appropriate, copies of your German University ‘Scheine’.
18
Die fetten Jahre sind vorbei (Arbeitsblatt 6)
The Edukators (2004)
Director
Script
Camera
Hans Weingartner
Katharina Held, Hans Weingartner
Matthias Schellenberg, Daniela Knapp
Jan:
Jule:
Peter:
Hardenberg:
Daniel Brühl
Julia Jentsch
Stipe Erceg
Burghart Klauβner
Synopsis:
Jan, Jule and Peter are three young idealistic friends who express their disdain for the bourgeoisie
by breaking into smart suburban houses, rearranging furniture, daubing graffiti and so on. In a
botched break in the trio abduct the wealthy businessman Hardenberg and take him to a mountain
hideaway while they decide what to do about the situation. Not only does this debate cause tension
between the friends, but it becomes apparent that Jule is attracted to Jan, despite being Peter’s
girlfriend. Hardenberg reminisces about his own radical student days, and a wary friendship
develops between the trio and their captive. When he agrees not to press charges, the friends take
Hardenberg home – whereupon he breaks his word…
Adapted from: Sight and Sound, 15 (2005) 4, 54-5.
The first German film to be accepted for selection at the highly-prestigious Cannes film festival in
over a decade, Die fetten Jahre sind vorbei offers a fresh take on the contentious subject of
generational conflict and the transfer of guilt. Harking back to the troubled conflicts of the 68
generation, Rudi Dutschke and the Studentenbewegung, and the RAF terror campaign of the
notorious Baader-Meinhof group, at the same time it highlights contemporary concerns about the
price we pay for a globalised society and the resulting breakdown of social contacts. Frankfurther
Rundschau called it ‘eine erfrischende, glänzend gespielte Anti-Gloablisierungskoödie’ while Die
Welt suggested that the film ‚führt exemplarisch vor, was das deutsche Kino derzeit zu sagen hat.‘
But what does German film have to say about modern society? Is Die fetten Jahre a radical call for
resistance, or for compromise and reconciliation between the generations? Or is it just a playful take
on the silly ‘Beziehungskomödie’ genre with a bizarre twist?
19
Topics for discussion:






Consider the three friends and their respective attitudes to society and change. Who has the
most hardline views, and why? Who changes the most over the course of the film?
What is the significance of the location chosen by the trio for their hideaway?
As Hardenberg reminisces about his student days he states “Ich hab’ gedacht, mit Geld
kommt Freiheit.’ Do we sympathise with his dilemma at all?
What do you make of the Edukators’ campaign of public disorder? Is this a suitable
response to the apparent injustices and inequalities of capitalist society, in your opinion?
‘Manche Menschen ändern sich nie’. Despite its message of change, is anything achieved by
the film?
Do a little bit of internet research about the alternative ending to the film, and stories about
real-life copy-cat ‘Edukators’. Does this knowledge change your attitude to the film’s
message at all?
Terrorism in German film:
Die verlorene Ehre der Katharina Blum (Volker Schlöndorff, Margarete von Trotta, 1975)
Deutschland im Herbst (Alf Brustellin, R. W. Fassbinder, 1978)
Die bleierne Zeit (Margarete von Trotta, 1981)
Stammheim (Reinhard Hauff, 1986)
Die Stille nach dem Schuβ (Volker Schöndorff, 2000)
Die innere Sicherheit (Christian Petzold, 2000)
Black Box BRD (Andreas Veiel, 2001)
Was tun, wenn’s brennt? (Georg Schnitzler, 2002)
Der Baader-Meinhof Komplex (Uli Edel, 2008)
20
FINAL YEAR OPTIONS
MODULE CHOICE FORM
2016-17
Name ....................................................................................... Degree ........................................................
Please indicate your choice of modules in order of preference
Please also indicate whether GE 412 and IB 409 are core or choice modules for you.
Please also indicate below how many 15 CAT modules in the German Dept you would like to do, and fill in the
‘Outside Option’ below if appropriate
I want to do ………. 15 CATS Modules in the German Dept
If you are doing Ger/Bus, do you intend to do ONE or TWO GE-coded half-term modules? ....................
Module
Tutor
GE412- 30 The Writer and Imperial
Germany
30 CATS, Full Year. Core Module for
German Studies, Ger w It/SP/Int
GE 429 – Berlin from 1900 to the
present
GE430-15 Reading Contemporary
German Diasporic Writing
GE431-15 German Memories of the
War – from Perpetration to Suffering
GE432-15 The Self and the Others:
Identity, Gender and Ethnicity in
German Culture around 1800
GE 436 Dissertation
Sean Allan, Anne Fuchs
IB409-15 Business and Society in
Contemporary German
Core for Ger/Bus Studies
Andrea Klaus
Term
Sean Allan
2
Jim Jordan
1
Helmut Schmitz
1
Preference
(Enter 1, 2, 3, 4,
5, 6)
Just tick if Core
Module for you
2
James Hodkinson
n/a
2
I want to take the dissertation module with (name colleague)………………………………………………………………
I want to take an outside option in (please state Dept)…………………………………………………………………………………
We will try to make sure that students will get at least one of their first two choices.
_____________________________________________________________________________________________
THIS FORM HAS TO BE SUBMITTED BY TO HELMUT SCHMITZ (H.SCHMITZ@WARWICK.AC.UK) BY THURSDAY EVENING.
FAILURE TO RETURN THE FORM WILL RESULT IN LOSS OF CHOICE
21
Module convenor:
Anne Fuchs and Sean Allan
Term:
Term 1 and 2 – 20 weeks
Assessment:
4,000 word assessed essay (50%) on material studied in Term 1 and 3 hour written
exam (50%) on material studied in Term 2
Module outline
Ranging from the late 19th century to the late 1920s, this module covers a key period in modern German
and Austrian literature and culture. Following a loosely chronological line, it examines the evolvement
of modern German literature from the late 19th century across a wide spectrum of authors, genres and
themes in dialogue with major social, cultural and political movements that mark the transformation of
Germany and Austria from the 1870s onwards.
The late 19th century was not only the period in which German unification was achieved but also an era of
accelerated modernization. On the one hand, the belated advancement of new technologies and industrial
production went hand in hand with the widening demand for new democratic powers and the emergence of
the women's movement. Gender roles, class positions, human sexuality and competing notions of identity
were the subject of intense enquiry in the social sciences and in the arts. On the other hand, the rapid
transformation of society was also experienced as a crisis of identity that fuelled anti-semitism and a
volkisch version of German nationalism which finally erupted in World War 1. Literature, the fine arts and
later film became main vehicles for expressing ambivalent attitudes to modernity.
This course explores the discourse on modernity by analyzing major literary movements in dialogue with
broader social and cultural debates. Beginning with Poetic Realism we will then analyze Naturalism and
the transition towards Modernism. Writers discussed include Theodor Fontane, G. Haptmann, Arthur
Schnitzler, Robert Walser, Franz Kafka, Thomas Mann, Expressionsist Poets, Georg Kaiser.
Weekly Schedule
Term 1
Week 1
Introduction: What is Modernism?
Seminar: Schnitzler and the representation of Gender and Identity in Fräulein Else
Arthur Schnitzler Fräulein Else Seminar
Week 2
Lecture/Seminar: Cultural Geography in Thomas Mann's Der Tod in Venedig.
Week 3
Seminar: The Function of Art in Thomas Mann's Der Tod in Venedig
Thomas Mann Der Tod in Venedig
22
Week 4
Lecture: The Rejection of Tradition and the Subversive Self in Robert Walser’s Jakob von
Gunten
Robert Walser Jakob von Gunten
Week 5
Seminar: Robert Walser’s Jakob von Gunten
Week 6
Reading week
Week 7
Lecture/Seminar: Family Dynamics in Franz Kafka's Die Verwandlung
Week 8
Seminar: Patriarchal power in Franz Kafka’s Die Verwandlung
Week 9
Seminar: Stationendrama and The Critique of Capitalism in Expressionist drama: Georg
Kaiser's Von morgens bis mitternachts
Week 10
Seminar : Expressionist drama
Term 2:
Week 1
Lecture : Introduction: Imperial Germany: The historical, political and economic context.
Week 2
Seminar : Critiques of Wilhelmine Germany (1): Theodor Fontane, Effi Briest
Week 3
Lecture : Critiques of Wilhelmine Germany (2): Theodor Fontane, Effi Briest.
Week 4
Lecture : Biology and Genetics. The Naturalist Movement in Art and Literature
Week 5
Seminar : Critiques of Wilhelmine Germany (3): Human Agency and Determinism
Henrik Ibsen Ghosts and Gerhart Hauptmann Vor Sonnenaufgang
Week 6
Reading week
Week 7
Lecture: Friedrich Nietzsche – Truth, Morality and the ‘Wille zur Macht’.
Week 8
Seminar : Critiques of Wilhelmine Germany (4): Bourgeois Morality and the Quest for
Female Emancipation.
Henrik Ibsen A Doll’s House and Gerhart Hauptmann Einsame Menschen
Week 9
Seminar : Gender, Ethics and Adolescent Sexuality in Wilhelmine Germany. New Modes
of Drama.
Frank Wedekind Frühlings Erwachen
Week 10
Seminar : Class, gender and power in fin-de-siècle Vienna
Arthur Schnitzler Liebelei
Arthur Schnitzler Reigen
23
Term 3
Week 3
Exam workshop
Please buy the following editions
Theodor Fontane, Effi Briest, Mit Text and Kommentar von Dieter Wohrle (Suhrkamp BasisBibliothek
Nr. 47)
Gerhart Hauptmann, Vor Sonnenaufgang. Soziales Drama (Ullstein Verlag)
Gerhart Hauptmann, Einsame Menschen (Ullstein Verlag)
Henrik Ibsen Ghosts (Penguin)
Henrik Ibsen A Doll's House (Penguin)
Arthur Schnitzler, Frtiulein Else (Reclam)
Arthur Schnitzler, Reigen / Liebelei. Zwei Theaterstucke (Fischer Taschenbuchverlag)
Thomas Mann, Der Tod in Venedig (Fischer TB)
Franz Kafka: Die Verwandlung. In: Franz Kafka Erzahlungen, (Reclam,)
Robert Walser, Jakob von Gunten (Suhrkamp TB)
Frank Wedekind, Friihlings Erwachen — eine Kindertragadie, mit einem Kommentar von Hansgeorg
Schmidt-Bergmann (Suhrkamp BasisBibliothek Nr. 21)
Georg Kaiser Von morgens bis mitternachts (Reclam)
24
Reading Contemporary German Diasporic Writing
Module tutor: Jim Jordan
Module aims
Hardly a day passes without news items about Germany’s migrant communities. But how do migrant and
postmigrant writers themselves represent the experience of diaspora, of traumatic dislocation from a
‘homeland’? In this module we will read a range of important and fascinating texts (novels, short stories,
poems, essays, articles) which examine this process from migration to some form of integration (or, indeed,
non-integration!). We will begin with an overview of post-war migration to Germany and an exploration of
key concepts such as diaspora. You will come to see that diasporic writing is a multi-facetted phenomenon
which needs to be approached from a range of perspectives, among them identity and hybridity studies,
multiculturalism, Orientalism and exoticism, aesthetics, cultural studies and postcolonialism. Using the
analytical skills you have acquired, you will see how different modes of reading reveal new and neglected
aspects of the texts, and pose essential questions for Germany’s development as a multi-ethnic society.
INDICATIVE SEMINAR PROGRAMME
Week
1
2
3
4
5
6
7
8
9
10
Lecture
Reading diasporic literature
The exotic & the fantastic
Identity (1): concepts
Identity (2): multiculturalism
Identity (3): postmodernism
READING WEEK
Postcolonialism
Diasporic writers after 9/11
Approaches to diasporic literature
Seminar text(s)
Essays on Literatur der Betroffenheit
Schami: Der Fliegenmelker (1)
Schami: Der Fliegenmelker (2)
Özdamar: Karawanserei (1)
Özdamar: Karawanserei (2)
Özdogan: Die Tochter des Schmieds
Özdamar: Der Hof im Spiegel
Zaimoğlu: Liebesbrand (1)
Zaimoğlu: Liebesbrand (2)
ASSESSMENT
The module will be assessed EITHER by one essay of 4,000 words OR one 3-hour examination in the
summer examination period.
Preparing for the module
Please obtain these core texts and read them in preparation.





Schami, Rafik, Der Fliegenmelker und andere Erzählungen. Munich: dtv, 1989.
Özdamar, Emine Sevgi (2004) Das Leben ist eine Karawanserei, hat zwei Türen, aus einer kam ich rein,
aus der anderen ging ich raus. Cologne: Kiepenheuer & Witsch.
Özdogan, Selim (2005) Die Tochter des Schmieds. Berlin: Aufbau.
Özdamar, Emine Sevgi (2001) Der Hof im Spiegel. Cologne: Kiepenheuer & Witsch. Pay special
attention to the title story.
Zaimoglu, Feridun (2008) Liebesbrand. Frankfurt am Main: Fischer TB.
In addition to these texts, I shall make available to you before the module starts a small compilation of essays
by migrant writers.
25
Introductory secondary reading
These texts will serve as a good introduction both into diasporic writing and the history and concepts
relevant to it.
Burns, Rob (1999) Images of alterity: second-generation Turks in the Federal Republic. Modern Language
Review, 94 (1999) No. 3, pp. 744-757.
Chiellino, Carmine (ed.) (2000) Interkulturelle Literatur in Deutschland. Ein Handbuch. Stuttgart: J. B.
Metzler. Read in particular the first section, ‘Allgemeiner Teil’, pp. 1-49.
Cohen, Robin (1997) Global diasporas: an introduction. London: Routledge.
Fischer, Sabine & Moray McGowan (1995) From Pappkoffer to pluralism: migrant writing in the German
Federal Republic. In King, Russell, John Connell & Paul White (eds) Writing across worlds.
Literature and imagination. London & New York: Routledge, pp. 39-56.
Jordan, Jim (2004) Spieler, Mitspieler, Schauspieler: die postmoderne interkulturelle Literatur in
Deutschland. In Durzak, Manfred & Nilüfer Kuruyazıcı (eds), Die andere deutsche Literatur.
Istanbuler Vorträge. Würzburg: Königshausen & Neumann.
Tracking current debates
The questions of asylum and refugee status, the compatibility of Islam with ‘German’ or ‘European’ values,
how mass immigration can be integrated into German society, etc.: these debates and many others are aired
daily in the German media. Follow events selectively and try to build up a picture of the range of views
represented.
Useful websites




www.perlentaucher.de This is a very useful digest of the news from a socio-cultural perspective, but also
contains dossiers on recent debates. Explore, for example, their compilation on the ‘Islam in Europa’
debate.
http://www.transcomm.ox.ac.uk/working_papers.htm A research group established to examine political,
social and cultural aspects of transnationalism. There are several very useful working papers both on
general aspects and on Germany.
http://de.qantara.de/ A site established to promote dialogue with the Islamic world. Always contains
interesting material.
http://mgp.berkeley.edu/ An interesting project established at Berkeley in California, examining
Germany in the era of mass migration.
Jim Jordan, January 2016
26
IB409-15 Business & Society in Contemporary Germany
2016-17
Module Convenors:
Achim Krausert (WBS)/Andrea Klaus & Jan Palmowski (GS)
Term:
Term 2
Assessment:
4000 word assessed essay* see below
Syllabus
The focus of the module will be on recent developments and debates concerning business, economy, labour
markets, and society in Germany. The course will explore the ways in which the post-war West German
social market economy has been challenged, comparing German corporate governance and employment
relations with other European countries, as well as the context of family policies, immigration and the
environment.
The lectures will be given by Achim Krausert (WBS), Andrea Klaus and Jan Palmowski (German Studies).
Week 6 will be reading week (no lectures).
The named internal examiner (NIE) for the module is Achim Krausert.
Assessment
The module is assessed by means of one essay. The essay of 4000 words (for those doing 15 CATS) or 3000
(for those doing 12 CATS) has a deadline for (tbc). ALL assignments must be submitted online via my.wbs.
Make sure you know how to use my.wbs and check it regularly.
Students are to come up with their own essay topics based on the lectures – subject to approval – and the
relevant lecturer will discuss and approve the essay topic based on an essay plan.
Teaching
The teaching is timetabled in two-hour sessions. The structure will be 1 hour lecture, 1 hour seminar.
Students will be expected to prepare for seminars and materials will be handed out to students the week
before seminars take place. Seminars will involve student presentations and class discussions.
Books and readings
There is no set text for this course and students should consult the readings from the lists provided for each
lecture. In addition to the academic readings, students are expected to familiarise with German official
sources and political/economic press, e.g. der Spiegel, die Zeit, die Wirtschaftswoche etc.
Recommended general readings are:
W Streeck (2009) Re-forming Capitalism: Institutional change in the German political economy
W. Abelshauser Kulturkampf. Der deutsche Weg in die Neue Wirtschaft und die amerikanische Herausforderung
(2003)
INDICATIVE CONTENT for the lectures is given below.
Week 1: Introduction (Achim Krausert)
We will begin with a discussion of the module aims and the essay requirements and expectations.
This will be followed by an introduction to ‘varieties of capitalism’ theory.
Week 2: The German ‘Variety of Capitalism’ (Achim Krausert)
Starting with a sketch of the difference between the shareholder and stakeholder models and between
‘Liberal’ and ‘Co-ordinated’ Market Economies, this lecture will first overview the institutions (finance,
corporate governance, education, employment contracts, industrial relations) that characterise the German
form of ‘co-ordinated economy’. It considers the advantages in comparison with liberal market economies
(e.g. UK and USA), and if reforms since the 1990s are leading to the ‘end’ of a distinctive German
capitalism.
Readings:
P. Hall and D. Soskice (2001) 'Introduction', in id. (eds), Varieties of capitalism: the institutional foundations
27
of comparative advantage, Oxford: Oxford University Press
B. Hancké (2009), ‘Varieties of Capitalism: Introducing the debate’, (in) Hancké, B., Debating Varieties of
Capitalism: A reader. Oxford University Press
B. Eichengreen (2007), The European Economy since 1945, Princeton University Press, ch.9, 12
S. Vitols (2001), Varieties of Corporate Governance, in Peter Hall and David Soskice (eds.). Varieties of
Capitalism: The institutional foundations of competitiveness.
P. Culpepper (2011), Quiet Politics and Business Power: Corporate Control in Europe and Japan, chapter 3
Week 3: The German Social System (Andrea Klaus)
The lecture will give a historical overview of the origins and development of the social security system in the
late nineteenth century which arose essentially in response to the social consequences of industrialisation.
Questions to be addressed include: The concept of the ‘Social State’ and the problem of social budgeting –
what is the state’s role? How much personal responsibility and freedom do the citizens want?
Readings:
James, Peter (ed), Modern Germany, 1998 (chapter 6: Social provision)
Anderson, Jeffrey and Langenbacher, Eric (ed), From the Bonn to the Berlin Republic, 2010 (chapter 10:
Twenty years after German unification: the restructuring of the German welfare and employment regime)
Kleinman, Mark, A European welfare state? European union social policy in context, 2002
Clasen, Jochen: Reforming European welfare states – Germany and the United Kingdom compared, 2005
Köhler, Peter A. and Zacher, Hans F., The evolution of social insurance 1881 – 1981. Studies of Germany,
France, Great Britain, Austria and Switzerland, 1982
Ritter, Gerhard A., Social welfare in Germany and Britain, 1986
Week 4: German employment relations (Achim Krausert)
Why has Germany been held up as an ideal type for highly regulated employment relations? What are the
institutions of German employment relations, how have they evolved and what impact has unification had on
the German model? To what extent have German employment relations contributed to the ‘success’ of the
German economy? How has the German model of employment relations shaped Germany’s response to the
financial crisis and how has the financial crisis in turn impacted on German employment relations?
Readings:
M. Behrens (2013) Ch 6 ‘Germany’. In: C. Frege and J. Kelly (eds) Comparative Employment Relations in
the Global Economy. Routledge (there are several other thematic chapters of interest in this book).
W Streeck (2009) Re-forming Capitalism: Institutional change in the German political economy Chs 2 and 3
S Silvia (2013) Holding the Shop Together: German Industrial Relations in the Postwar Era
S Lehndorff (2011) ‘Before the crisis, in the crisis, and beyond: the upheaval of collective bargaining in
Germany’ Transfer 17
A. Hassel, ‘The Erosion of the German System of Industrial Relations’, British
Journal of Industrial Relations, 37, 3 (1999); and article by Klikauer
and reply by Hassel in British Journal of Industrial Relations, 40, 2 (2002)
H. Holst (2014) ‘Commodifying institutions: Vertical disintegration and institutional change in German
labour relations’, Work, Employment, and Society 28, 1
V Doellgast and I Greer (2007) ‘Vertical disintegration and disorganisation of German industrial relations’ in
British Journal of Industrial Relations, 45: 1
R. Dombois (2009) ‘Die VW-Affäre – Lehrstück zu den Risiken deutschen Co-Managements? Industrielle
Beziehungen, 3
W. Müller-Jentsch (2007)Strukturwandel der industriellen Beziehungen
A. Hassel (2007) ‘The Curse of Institutionalised Security: The Erosion of German Trade Unionism’
Industrielle Beziehungen, 14, 2
J. Visser (2007) ‘Trade Union Decline and What Next. Is Germany a Special Case? Industrielle
Beziehungen, 14, 2
Articles on Germany at: http://www.eurofound.europa.eu/eiro/
28
Week 5: Family and Gender (Andrea Klaus)
The lecture will outline the history of the German middle classes and their values.
Questions to be addressed in this session include: What are the problems and perspectives for women in
Germany today? Where do family values and gender expectations derive from? Women in employment:
emancipation or exploitation?
Readings:
Frevert, Ute, Women in German History (1989)
Kolinsky, Eva, Women in Contemporary Germany (1993)
Helwig, G. and Nickel, H., Frauen in Deutschland 1945 – 1992 (1993)
Abrams, Lynn and Harvey, Elizabeth (ed), Gender Relations in German History. Power, agency and
experience from the 16th to the 20th Century (1996)
Harsch, Donna: Revenge of the Domestic. Women, the family, and communism in the German Democratic
Republic (2007)
Adam, Ruth, A Woman’s Place: 1910 – 1975 (2000)
Peplar, Michael: Family Matters (2002)
Boak, Helen: Women in the Weimar Republic (2013)
Kolinsky, Eva and Nickel, H.M., Reinventing Gender: Women in Eastern Germany since Unification (2003)
Week 6: Reading Week
Week 7: Vocational education and high skill equilibriums in Germany
A distinguishing characteristic of the German variety of capitalism has traditionally been that workers in
non-professional occupations have been particularly well qualified. Apprenticeships have been the most
common form of pre-career qualification in Germany, they enjoy a comparatively high status and they are
broadly supported not only by trade unions but also employers and the state. This lecture introduces the main
components of the German dual system of vocational education. It examines why apprenticeships have been
more widely adopted in Germany, compared to other countries such as the UK. And it will discuss the recent
decline of apprenticeships in Germany and its implications for the German variety of capitalism.
Reading:
Beck, N., Kabst, R. and Walgenbach, P. (2009) The cultural dependence of vocational training. Journal of
International Business Studies, 40, 1374-95.
BBIB (2006). Ausbildungsordnungen und wie sie entstehen… Schriftenreihe des Bundesinstituts für
Berufsbildung. Bonn: Bundesinstitut für Berufsbildung.
http://www.bibb.de/veroeffentlichungen/en/publication/show/id/2061
Culpepper, P. (1999). The future of high-skill equilibrium in Germany. Oxford Review of Economic Policy,
15 (1), 43-59.
Finegold, D. & Wagner, K. (2002). Are apprenticeships still relevant in the 21st century? A case study of
changing youth training arrangements in German banks. Industrial and Labor Relations Review, 55 (4),
667-685.
Goergen, M., Brewster, C., Wood, G. & Wilkinson, A. (2012). Varieties of capitalism and investments in
human capital. Industrial Relations, 51 (S1), 501-527.
Iversen, T. & Stephens, J. D. (2008). Partisan politics, the welfare state, and three worlds of human capital
formation. Comparative Political Studies, 41 (4/5), 600-637.
Thelen, K. & Busemeyer, M. R. (2008). From collectivism towards segmentalism: Institutional change in
German vocational training. MPIfG Discussion Paper 08/13. Cologne: Max Planck Institute.
http://www.mpifg.de/pu/mpifg_dp/dp08-13.pdf
Kriechel, B., Muehlemann, S., Pfeifer, H. & Schütte, M. (2014). Works councils, collective bargaining, and
apprenticeship training: Evidence from German firms. Industrial Relations, 53 (2), 199-222.
Week 8: Migration, integration & citizenship in the Berlin Republic (Jan Palmowski)
Until the 1990s, the stated public position of successive governments in the Federal Republic was that
‘Deutschland ist kein Einwanderungsland’. To what extent has this position changed, and what factors have
29
contributed to this? What positions did political parties take on immigration? To what extent were these
positions tactical and to what extent principled? What role did extra-parliamentary events, bodies and forces
play in the development of debates and legislation? What changes have there been in the perception of
migrants and migration in the 21st century?
The seminar will cover issues and debates concerning migration since the establishment of the ‘Berlin
Republic’ in 1990.
Readings:
Green, S. ‚Germany: A Changing Country of Immigration’, German Politics 22.3 (2013), pp. 333-51
Green, S. ‚Much ado about not-very-much? Assessing ten years of German citizenship reform’, Citizenship
Studies 16.2 (2012), pp. 173-88.
Palmowski, J. ‚In search of the German nation: citizenship and the challenge of integration’, Citizenship
Studies 12.6 (2008), pp. 547-63
Anil, M. ‚No more Foreigners? The Remaking of the German Naturalization and Citizenship Law, 19902000’, Dialectical Anthropology 29 (2005), 453-70
Herbert, U. Geschichte der Ausländerpolitik in Deutschland. Saisonarbeiter, Zwangsarbeiter, Gastarbeiter,
Flüchtlinge. Munich: Verlag C. H. Beck, 2001.
Marshall, B. The new Germany and migration in Europe. Manchester, New York: Manchester University
Press, 2004. (Esp. Chapters 2 & 5) – available on the Library digitised course extracts page for this
module
Week 9: Diversity Management – Deutschland im europaischen Vergleich (Achim Krausert)
This lecture examines the impact of the EU equality and anti-discrimination directives in Germany, and how
this relates to the (more or less concomitant) introduction of the notion of ‘Diversity Management’
(emanating from the US) into the German context. How does the German version of diversity management
and the implementation of diversity policies in Germany compare with other European countries, and why?
Readings:
Bruchhagen, V., Grieger, J., Koall, I., Meuser, M., Ortlieb, R., Sieben, B. (2010) Social Inequality, Diversity
and Equal Treatment at Work: The German Case. In: Klarsfeld A. (Ed) International Handbook on
Diversity Management at Work, Edward Elgar Publishing.
Krell, E. (1996) Mono- oder multikulturelle Organisationen. „Managing Diversity“ auf dem Prüfstand. In:
Industrielle Beziehungen 3(4): 334-350
Krell, G., Pantelmann, H., Wächter, H. (2006): Diversity(-Dimensionen) und deren Management als
Gegenstände der Personalforschung in Deutschland, Österreich und der Schweiz. In: G. Krell, H. Wächter
(eds.) Diversity Management. Impulse aus der Personalforschung. Rainer Hampp Verlag.
Lederle, S. (2007) Die Einführung von Diversity Management in deutschen Organisationen: Eine
neoinstitutionalistische Perspektive. In: Zeitschrift für Personalforschung (ZfP), ISSN 1862-0000, Rainer
Hampp Verlag, Vol. 21, Iss. 1, pp.22-41.
Merx, A. and Vassilopoulou, J. (2007) Arbeitsrechtliches AGG und Diversity-Perspektiven. In:
V. Bruchhagen and I. Koall (Hrsg.) Diversity Outlooks. Lit Verlag. (available here: http://www.prodiversity.de/downloads/AGG_DiversityMV.pdf )
Raasch, S. and Rastetter, D. (2009) Die Anwendung des AGG in der betrieblichen Praxis.
http://www.migration-boell.de/web/diversity/48_2135.asp
Stringfellow, E. (2012) Trade unions and discourses of diversity management: A comparison of Sweden and
Germany. In: European Journal of Industrial Relations 18(4): 329-345.
Süß, S., Kleiner, M. (2007) Diversity management in Germany: dissemination and design of the concept. In:
International Journal of Human Resource Management, 18(11): 1934-1953.
Süß, S. (2009) Die Institutionalisierung von Management konzepten. Diversity-Management in Deutschland.
Rainer-Hampp-Verlag.
Week 10: Labour market reforms (Achim Krausert)
The German labour market reforms of 2004 are portrayed by some as a model of success, having brought
down unemployment, but by others as the creation of a ‘poor worker’ class in a previously egalitarian
society. What are the effects of the ‘Hartz reforms’? Are labour market problems rooted in gender
segregation? What are the implications for immigration policies?
30
Reading:
OECD, ‘Germany: The Hartz reforms of the labour market, 2002-05’ OECD General economic & Future
Studies, Volume 2009, Number 7, August 2009 (on-line)
P. Hartz, Macht und Ohnmacht (2007)
A. Hassel and C. Schiller Der Fall Hartz IV. Wie es zur Agenda 2010 kam und wie es weiter geht (2010)
A. Hassel, ‘The paradox of liberalization – Understanding dualism and the recovery of the German political
economy’, British Journal of Industrial Relations (2012)
A. Hassel, ‘What does business want? Labour market reforms in CMEs and its problems’, in: B. Hancké, M.
Rhodes and M. Thatcher (eds.), Beyond Varieties of Capitalism: Conflict, Contradictions, and
complementarities in the European economy, pp. 253-280. Oxford: Oxford University Press (2007)
H. Holst, O. Nachtwey and K. Dörre. The strategic use of temporary agency work: Functional change of a
non-standard form of employment. International Journal of Action Research 6(1): 108-138. (2010)
A. L. Kalleberg, Organizing flexibility: The flexible firm in a new century. British Journal of Industrial
Relations 39(4): 479-504. (2001)
B. Keller and H. Seifert Atypical employment in Germany. Forms, development, patterns. Transfer, 19
(2013)
K. Vitols, Reforming the German labour market: The case of temporary agency work. Competition and
Change 8(4): 375-389. (2004)
Federal Statistical Office, German Labour Market Trends, available at:
www.destatis.de/
31
GE 431
German Memories of the War – From Perpetration to Suffering
The Module will run for 10 weeks in the autumn term and is assessed by either a 4000 word essay or a 3hr
exam.
Over the course of the 1990s post-unification Germany integrates the legacy of the Holocaust in the official
self-representation of the Berlin Republic (for example by creating a Holocaust memorial in the nation’s
capital after a decade of debates in 2005). The re-inscription of Auschwitz into a national and collective
memory opens the gates for a return of German wartime memory that appeared to have been obscured by the
focus on the commemoration of Nazism’s victims. The re-emergence of the issue of German wartime
suffering to the forefront of German public discourse since the turn of the millenium represents the greatest
shift in German memory culture since the 1980s. The (international) attention and debates triggered by, for
example, W.G. Sebald’s Luftkrieg und Literatur, Günter Grass’s Im Krebsgang, Jörg Friedrich’s Der Brand
testify to a change in focus away from the victims of National Socialism to the traumatic experience of the
‘perpetrator collective’ and its legacies. The module addresses the representation of German wartime
experience in contemporary literature and film from several angles. Opening with a historical look at the
problem of representing Germans as victims of war, the module moves on to W.G. Sebald’s essay Luftkrieg
und Literatur. Sebald’s thesis that German writers had failed to inscribe the experience of the air raids into
post-war German literature, triggered a debate about the moral re-assessment of the Allied bombings of
Germany and its the literary representation (or lack of it). The module then considers two contemporary
representations of the bombings, Dieter Forte’s novel Der Junge mit den blutigen Schuhen (1995) and the
internationally successful TV film Dresden (2006) The second half of the module focuses on the issue of
family memory, transgenerational trauma and the long-term legacy of traumatic war experience with Günter
Grass’s Im Krebsgang (2002), Hans-Ulrich Treichel’s Der Verlorene (1998) and the film Das Wunder von
Bern (2004). Uwe Timm’s Am Beispiel meines Bruders (2003) and Dagmar Leupold’s Nach den Kriegen
(2004) which both raise the issue of how the children of the wartime generation can productively relate to
their parents’ experiences conclude the module.
This module aims to:
 provide students with an overview over the debate around representations of German wartime suffering
within the wider context of cultural memory of National Socialism.
 analyse a number of literary and filmic representations of German wartime suffering and its long-term
effects on family and society with respect to political/social discourse, cultural memory and gender
issues.
 enable students to engage critically with a variety of theoretical and critical approaches to the problems
of German memory of the war and German experience of wartime suffering.
 develop students’ research and essay writing skills
32
Learning outcomes
By the end of this module, you should:
 demonstrate a broad understanding of the key issues in German memory of the war and its
representation.
 critically analyse and contextualise a range of texts representing the experience of German wartime
suffering and its after-effects.
 analyse and deploy a range of critical approaches to representations of German wartime suffering.
 be able to demonstrate your ability to research primary sources relating to a chosen topic from the
module
 be able to contextualise set texts in terms of their relation to the social and political history of the period
In addition, the module will provide you with the opportunity to develop further the following skills:
 the ability to abstract and synthesize key information from written sources in German and English;
 the ability to organize, present, and defend ideas within the framework of a structured and reasoned
argument;
 the ability to formulate your opinions with reference to established interpretations;
 the ability to analyse critically a range of materials in German and English (primary texts, secondary
sources, contextualizing historical material);
 the ability to apply critical methodologies to the analysis of literary texts;
the ability to conduct independent research using library and bibliographic resources and ICT skills
Schedule:
Week 1: Lecture: Mapping the Terrain: The return of German Suffering
Text: Introduction from Bill Niven, Germans as Victims. Remembering the Past in Contemporary Germany,
Basingstoke 2006
Week 2: The Bombenkrieg – A forgotten History I?
Texts: W.G.Sebald, Luftkrieg und Literatur, Volker Hage, ‘Die Sebald-Debatte’
Week 3: Representing the Air War I
Text: Dresden (Film)
Week 4: Representing the Air War II
Text: Dieter Forte: Der Junge mit den blutigen Schuhen
Week 5: The War as Family Memory I – The Expulsions
Text: Günter Grass, Im Krebsgang
Week 7: The War as Family Memory II – The Effect on the Nachgeborene
Text: Hans-Ulrich Treichel, Der Verlorene
Week 8: The War as Family Memory III – Rewriting Post-War History
Text: Das Wunder on Bern (Film)
Week 9: German Wartime Memory and 1968
Text: Uwe Timm, Am Beispiel meines Bruders
Week 10: Reconciliation between the Generations?
Text: Dagmar Leupold, Nach den Kriegen
Reading List:
W.G.Sebald, Luftkrieg und Literatur, Frankfurt, 2001.
Dieter Forte, Der Junge mit den blutigen Schuhen, Frankfurt, Fischer, 1995.
Günter Grass, Im Krebsgang, GöttingenSteidl, 2002, paperback Munich, dtv, 2003.
Hans-Ulrich Treichel, Der Verlorene, Frankfurt, Suhrkamp, 1999.
Uwe Timm, Am Beispiel meines Bruders, Cologne, Kiepenheuer & Witsch, 2003.
Dagmar Leupold, Nach den Kriegen, Munich, dtv, 2004.
33
Films:
Dresden (TV film 2006)
Das Wunder von Bern (2004)
Secondary Literature:
Volker Hage, Zeugen der Zerstörung. Die Literaten und der Luftkrieg, Frankfurt, 2003.
Bill Niven, Germans as Victims. Remembering the Past in Contemporary Germany, Basingstoke 2006.
Jörg Friedrich, Der Brand. Deutschland im Bombenkrieg 1941-45, Munich, 2002.
Aleida Assmann, Der lange Schatten der Vergangenheit. Erinnerungskultur und Geschichtspolitik, Munich,
2006.
Marianne Hirsch, Family Frames, Cambridge/Mass, 1997.
Anne Fuchs, Mary Cosgrove, Georg Grote (eds.) German Memory Contests, Rochester, 2006.
Helmut Schmitz (ed.) A Nation of Victims? Representations of German Wartime Suffering from 1945 to the
Present, Amsterdam, 2007.
Helmut Schmitz, January 2016
34
GE 432: The Self and the Others: Identity, Gender and
Ethnicity in German Culture around 1800
This will run in term 2 of 2016-17 with Dr James Hodkinson
This module examines the way in which the modern notion of identity, be it the nature of human
subjectivity, gender, sexuality or ethnicity, were all shaped by culture, science, thought and
social processes from the Enlightenment into the mid 19th century.
Moved by the concept of reason, the Enlightenment placed a great deal of faith in its own ideal of
the individual’s intellectual and social freedom and its inherent moral integrity. Yet feminist and
post colonial theories of culture have shown how these benefits were very often not extended to the
‘other’, ultimately excluded groups of women or non-whites, non-Christians and non-Europeans
and non-heterosexuals.
This course examines a range of German language texts by men and women. The culture of the
period can be used to illustrate ways in which these aspects of human identity were given at times
progressive and at times limiting, conservative treatments throughout the period from 1750 to 1830.
Both these stereotypes of self, gender and ‘race’ and the creative challenges put to them by writers
remain with us today and enrich us by deepening our understanding of the historical processes that
led to how we understand ourselves and our others and help inform our insights into these issues in
the present and for the future.
TEACHING:
Nine 2 hour lecture/seminar sessions
SEMINAR TOPICS
Week 1:
Lecture: Introduction: Enlightenment and its Others
Key texts: excerpts from Stuart Hall, 'The Spectacle of the 'Other', in Hall, ed.,
Representation. Cultural Representations and Signifying Practices (Sage 1997), Paul du Gay
et al., ed., Identity: a Reader (Sage 2000), Simon Malpas and Paul Wake, eds., The
Routledge Companion to Critical Theory (Routledge 2006), Silvia Bovenschen, Die
imaginierte Weiblichkeit (Suhrkamp, 1979), Sigrid Lange, Ob die Weiber Menschen sind.
Geschlechterdebatten um 1800 (Reclam Leipzig, 1992), Edward Said, Orientalism (Penguin,
2003).
35
Week 2:
Lecture: Enlightened Cosmopolitanism? G.E. Lessing and Nathan der Weise.
Seminar: Nathan der Weise part I
Key text: Lessing’s Nathan der Weise
Week 3:
Seminar: Nathan (Part II).
Lecture: Representing the Other in Poetry by Schiller
Key text: Handout of Schiller’s lyrical poetry
Week 4:
Seminar: The Feminine Other in Schiller’s poetry
Lecture: Romantic Encounters? Selves and Others in Novalis
Week 5:
Seminar: Novalis and Heinrich von Ofterdingen
Lecture: Christians, Muslims and Otherness: E.T.A Hoffmann, Das Sanctus
Week 6:
Reading Week
Week 7:
Seminar: Hoffmann’s Das Sanctus.
Lecture: Lecture: Kleist and Fischer: Writing Ethnicity Colour and Gender
Week 8:
Seminar: Kleist’s Die Verlobung in St Domingo
Seminar: Fischer’s William der Neger
Week 9:
Lecture: Inscribing Boundaries: Gender, Jews and Gentiles in Droste-Hülshoff
Seminar: Annette von Droste-Hülshoff’s Judenbuche
Week 10:
Module recap and planning workshop
ASSESSMENT:
EITHER a three-hour exam in the Summer Term OR an assessed essay of 4,000 words.
TEXTS:
If you are interested in taking this course, it is important that you purchase the texts whilst you are
in Germany and make a start on the reading so that you are in a good position to get the most out of
the seminars when you return to Warwick. Please note that you will NOT automatically find
some of these texts in the University Bookshop at Warwick!! Most decent bookshops in
Germany/Austria should be able to order these texts (if they do not already have them in stock).
Other possible sources for texts include:

the German version of Amazon: www.amazon.de
36
Primary Texts (in the order we will be tackling them!):






G.E Lessing: Nathan der Weise
Friedrich Schiller and Johann Wolfgang Goethe West-Östlicher Diwan. Photocopies available
from Department from Summer term 2011 onwards. Novalis, Heinrich von Ofterdingen
E.T.A Hoffmann: Das Sanctus (Handout)
H. v. Kleist: Die Verlobung in St Domingo
Caroline Auguste Fischer, William der Neger (on dept website)
Annette von Droste-Hülshoff: Die Judenbuche
Where possible buy the latest Reclam Ausgabe!
FURTHER INFORMATION
If you want further information about details of the course, or you are unsure about anything, you
can always contact me by e-mail at: j.r.hodkinson@warwick.ac.uk
James Hodkinson, March 2016.
37
GE429-15 Berlin from 1900 to the Present Day: Society, Politics and Culture
Module convenor:
Seán Allan
Term:
Term 2 – 10 weeks
Assessment:
Either 4000 word assessed essay (100%)
or 3 hour written exam (100%)
Module aims
The aims of the module are:






to examine the particular role that Berlin has played in the development of German culture and
politics (from late Wilhelmine Germany to its re-instatement as capital of a re-united Germany)
to analyse the way in which the emblematic status of Berlin has been reflected in, and continues to
exercise a decisive influence on, a variety of different art forms (including poetry, the novel, painting,
architecture, and the cinema)
to consider Berlin’s dual role during the Cold War as a political and cultural capital on the border
between East and West
to explore the concept of division – topographical, political, cultural and psychological – as reflected
in Berlin and the texts it has inspired
to examine the relationship between past and present and the particular significance of cultures of
memory in contemporary Berlin
to determine the extent to which the city has managed to maintain a continuous identity in the face
of repeated political upheaval in twentieth-century German history
Learning outcomes
By the end of this module, you should:



have gained knowledge and critical understanding of a key set of texts relating to the culture and
history of Berlin from 1900 to the present day
be able to demonstrate skills in independent critical analysis of a range of set texts relating to Berlin
from 1900 to the present day
be able to contextualise set texts in terms of their relation to the social and political history of Berlin
from 1900 to the present.
In addition, the module will provide you with the opportunity to develop further the following skills:
 the ability to abstract and synthesize key information from written and spoken sources in German
and English
 the ability to organize, present, and defend ideas within the framework of a structured and reasoned
argument
 the ability to formulate your opinions with reference to established interpretations
 the ability to analyse critically a range of materials in German and English (primary texts, secondary
sources, contextualizing historical material)
 the ability to apply critical methodologies to the analysis of literary texts
 the ability to conduct independent research using library and bibliographic resources and ICT skills
Course outline:
Week 1
Introduction to Berlin: texts and Contexts
Lecture:
From Prussia to ‘Germania’: setting the city in its socio-historical context. Reading Berlin’s
history from its architecture.
38
Preparation:
(a) View (at your own convenience) in the TRC: Matt Frei’s 3-part Berlin Documentary (available in TRC no.
2922 & 2954). Also commercially available.
(b) Visit module website:
www2.warwick.ac.uk/fac/arts/german/undergraduatemodules/ge_429/resources/
Week 2
The Cultural Topography of Berlin 1900-1927
Seminar: Transit and change – experiencing the metropolis; the new topography of urban life; contrasting
experiences of modernity; Wohnkultur and Alltag; gender and social class.
Key texts:
Selections from Die Berliner Moderne, 1885-1914, ed. Jürgen Schutte and Peter Sprengel
(Stuttgart: Reclam, 1987); Paintings by Ernst Ludwig Kirchner and Ludwig Meidner
Week 3
Mapping the Experience of Urban Modernity: Georg Simmel and Walter Ruttmann
Seminar:
Georg Simmel and the sociology of urban modernity. The politics of representation and
Walter Ruttmann’s Berlin. Die Symphonie der Großstadt (1927).
Key text:
Georg Simmel’s essay: Die Großstädte und das Geistesleben’ (1903) [cf. Die Berliner
Moderne, 1885-1914, ed. Jürgen Schutte and Peter Sprengel (Stuttgart: Reclam, 1987), pp.12430]
Screening:
Week 4
Berlin. Die Symphonie der Großstadt (dir. Walter Ruttmann, 1927)
Modernity and the City in the Weimar Republic: “Eine Welt des Aufbaus und des Zerfalls
zugleich”: Alfred Döblin, Berlin Alexanderplatz (1929)
This is a long, complex indeed unique novel, so in order to do justice to it, we will spend two weeks analysing
it in appropriate detail. We will begin with an introductory lecture focusing on how to read this text,
addressing issues such as: what kind of novel is Berlin Alexanderplatz; how might we best characterize
Döblin’s narrative technique; how wide is the range of linguistic register deployed by Döblin? How does the
narrative enable us to understand the complexity of Berlin life in the late 1920s?
The lecture will be followed in the second half of week 4 & week 5 by student presentations
Seminar:
Writing the urban experience (I): Döblin and Alexanderplatz
Key text:
Alfred Döblin, Berlin Alexanderplatz (1929)
Week 5
Modernity and the City in the Weimar Republic II
Seminar.
Writing the urban experience (II)
Key text:
Alfred Döblin, Berlin Alexanderplatz (1929)
Week 6
Reading Week
39
Week 7
Reconstructing the metropolis as an icon of ideological ambition: Berlin - Hauptstadt der
DDR.
Lecture:
Berlin and the Cold War; post-war re-construction and the development of socialist
architecture in East Berlin.
Seminar:
Post-war cinema and the divided city: Berlin –Ecke Schönhauser (Gerhard Klein, 1957)
Preparation:
Visit module website:
www2.warwick.ac.uk/fac/arts/german/undergraduatemodules/ge_429/resources/
Screening:
Berlin –Ecke Schönhauser (Gerhard Klein, 1957)
Week 8
The divided city and ‘Die Mauer im Kopf’
Seminar.
The Berlin wall and the discourse of East and West. Social, political and psychological
consequences of 1961.
Key texts:
Klaus Schlesinger‚ ‚Die Spaltungen des Erwin Racholl‘: Berliner
Traum (1980)
Peter Schneider Der Mauerspringer (1982)
[The Schlesinger text will be provided as a photocopy]
Week 9
Berlin and post-unification Germany. Re-constructing the past
Seminar:
Reconstructing the past. Two approaches to post-Wende Berlin. Potsdamer Platz and the
construction of Berlin’s post-colonial identity
Key texts:
Die Mauer (Jürgen Böttcher, 1990)
Die leere Mitte (Hito Steyerl, 1988)
Screening:
Die Mauer (Jürgen Böttcher, 1990)
Die leere Mitte (Hito Steyerl, 1988)
Week 10
Cultures of memory: archaeologies of the past
Seminar:
Divisions between past and present. Reading Berlin’s history from its buildings (II). Sites of
memory and the assimilation of the past.
Student presentations selected from:





Imperial Berlin (The Reichstag and its post-Wende re-modelling)
Berlin in transition (Die neue Wache: Imperial Berlin, Nazi Berlin, GDR Berlin and post-Wende
Berlin)
Nazi Berlin: The Olympia-Stadion, Flughafen Tempelhof
GDR Berlin (the Palast der Republik and the reconstruction of the Berliner Schloss; Treptower Park)
Jewish Berlin (Das Jüdische Museum, the Holocaust-Denkmal)
Bibliography:
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Primary texts:
Die Berliner Moderne, 1885-1914, ed. Jürgen Schutte and Peter Sprengel (1987)
Alfred Döblin, Berlin Alexanderplatz (1929)
Klaus Schlesinger, ‚Die Spaltungen des Erwin Racholl‘ in: Berliner Traum (1980)
Peter Schneider, Der Mauerspringer (1982)
Films:
Berlin: Die Symphonie der Großstadt (Walter Ruttmann, 1927)
Berlin –Ecke Schönhauser (Gerhard Klein, 1957)
Die Mauer (Jürgen Böttcher, 1990)
Die leere Mitte (Hito Steyerl, 1998)
Secondary Literature:
Sean Allan and John Sandford (eds), DEFA. East German Cinema, 1946-1992 (Oxford, 1999)
Gesine Bär, Katrin Hecker, Sophie Wennerscheid (eds), Auf der Suche nach der großen Stadt. Leit-und
Gegenbilder aus Berlin und Stockholm (Berlin, 2002)
Rob Burns (ed.), German Cultural Studies. An Introduction (Oxford, 1995)
Carol Anne Costabile-Heming et al. (eds), Berlin, the symphony continues. Orchestrating Architectural, Social
and Artistic Change in Germany’s New Capital (Berlin, New York, 2004)
David Dollenmeyer, The Berlin Novels of Alfred Döblin (Berkeley, 1988)
Jattie Enklaar, Hans Ester (eds), Das Jahrhundert Berlins. Eine Stadt in der Literatur, (Amsterdam, 2000).
Derek Glass et al. (eds), Berlin. Literary images of a city (Berlin, 1989)
Björn Gottstein, Ralf Kiesler, Literarische Wahrnehmungen und Beschreibungen Berlins. (Munich, 2003)
Hermann Kaehler, Berlin - Asphalt und Licht, (Berlin, 1986)
Anthony Read and David Fisher, Berlin. The biography of a city (London, 1994)
Web resources:
Berlin: Die Symphonie der Großstadt
http://www.youtube.com/watch?v=5ej84nN1WcE
Sean Allan, March 2016
s.d.allan@warwick.ac.uk
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