sometimes inaccurately understood as a part of Germany’s Sonderweg or “singularity of destructiveness” ( Kramer 2008 ). The concept of military (or the broader strategic) culture too presumes significant national differences. Views of national differences are of course only enhanced by the fact that Western militaries are tightly incorporated within their respective states to the point of becoming just one of its many bureaucracies. Yet, the fact that nationalizing of military establishments has been followed by a parallel process of internationalization is best visible
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.
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