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Études culturelles et études germaniques en France

internationalisation des études et recherches, comme le confirment les nombreuses directions de thèse en cotutelle. 2 De l’accommodement à la transitivité : Des évolutions institutionnelles après 1990 Le constat que nous faisons plus haut semble faire état d’une certaine frilosité des études germaniques françaises. Néanmoins, en observant l’évolution des études germaniques après 1990, ainsi que le panorama des formations et de la recherche, du moins par sélection ponctuelle, on pourrait parvenir à des observations plus nuancées. Il faudrait une étude plus approfondie pour

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Perspektiven der Kulturwissenschaften im internationalen Kontext

Abstract

In response to Hartmut Böhme’s programmatic sketch of future directions for the study of culture, this contribution wants to sensitize readers to the significance of culturally specific academic traditions, which continue to inform research on cultural phenomena. Because of the great disciplinary and institutional differences between Kulturwissenschaften (in Germany) and the respective traditions of ‚cultural studies‘ in Britain and the US, questions about the future of the study of culture can only meaningfully be posed in the context of the discipline’s internationalization. Since any kind of research is inevitably embedded within specific discursive contexts, exchanges and dialogues between the German and international research traditions of studying culture appear indispensable. Following the lead of Mieke Bal’s idea of ‚travelling concepts‘, there arises a need for scholars in the study of culture to engage with issues of translation and translatability.

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The Arab College in Jerusalem 1918-1948: Influence of the Curriculum on the Cultural Awakening

Education: Recollections of the Arab College in Jerusalem, 1918-1948.” Comparative Studies of South Asia, Africa and the Middle East 23, no. 1 & 2: 190-204 Davis Rachelle 2003 “Commemorating Education: Recollections of the Arab College in Jerusalem, 1918-1948 ” Comparative Studies of South Asia, Africa and the Middle East 23 1 & 2 190 204 Falb, Hilary. 2013. “Pedagogical Paradox Education and Internationalization in the Mandates of Palestine and Mesopotamia.” KUFA Review 2, no. 3: 53-71 Falb Hilary 2013 “Pedagogical Paradox Education and

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