Objectives and competences
The objective of the course is to form mechanism on critical understanding of representation of the self and the foreign in literature and other medias within German speaking territory in order to extend intercultural competences in dealing with literary and hybride texts in teaching German as foreign language.
Content (Syllabus outline)
• Different approaches from the field of intercultural literary science in the research of intercultural communication in literature and some other media
• Hermenutics of alterity: phenomenology, conception and typology of perception of the identity, alterity or foreignity
• Constructions of the identity and foreignity in literarization of intercultural communication, from the point of view of different individual and collective identities
• Analysis, intepretation and preparation for the work in the classrom of representative
- literary, semi-literary and journalistic texts, such as story, short story, travelogue, (auto)biographic narrative, literary letter, essay etc.
- films and other medias during the class, with respect of the representation of relations between the identity and foreignity.
Learning and teaching methods
- Lecture,
- Seminar,
- Discussion,
- Presentation of seminar work
- The information and communications technology is used for educational purposes in the teaching and learning process.
Intended learning outcomes - knowledge and understanding
• To apply relevant theoretical concepts and models of foreignity and alterity in analyzing representation of intercultural communication in German media, especially in literature;
•To analyse and compare critically collective stereotyps in literalization of intercultural communication between the German and some other cultural spaces;
• To identify autonomously literary, cultural and other social practices;
• To critically analyse the relations between the literary system and other social (sub)systems;
• To identify and take in consideration cultural differences of learners in relation to German and some other cultures and to encourage intercultural conscience of learners of different age groups;
• To evalute autonomously, systematically and critically primary and secondary literature and to use them in the class;
Intended learning outcomes - transferable/key skills and other attributes
• research approach and focussing on problem-solving;
• communication skills – oral presentation of the seminar work, writing skills in the seminar work;
• use of information technology – seeking of information on the web and their use;
? group work.
Readings
Izbrana poglavja iz/Selected chapters from:
•Birk, M. 2016: Reisen ist Rast in der Unruhe der Welt. Fremdhermeneutische Einblicke in die Reisetagebücher von Stefan Zweig. Würzburg: Königshausen und Neumann.
• Gutjahr, O. 2002: Alterität und Interkulturalität. Neuere deutsche Literatur. In: Claudia Benthien, Hans Rudolf Velthen (Hrsg.): Germanistik als Kulturwissenschaft. Eine Einführung in neue Theorie Konzepte. Reinbek bei Hamburg: Rowohlt.
• Hofmann, M. 2006: Interkulturelle Literaturwissenschaft. Eine Einführung. München: Fink.
• Leskovec, A. 2011: Einführung in die interkulturelle Literaturwissenschaft. Darmstadt: WBG.
• Schäffter, O. (Hrsg.) 1991: Das Fremde. Erfahrungsmöglichkeiten zwischen Faszination und Bedrohung. Opladen: Westdeutscher Verlag.
•Schubert, G. (Hrsg.) 2003: Bilder vom Eigenen und Fremden aus dem Donau-Balkan-Raum: Analysen literarischer und anderer Texte. München: Südosteuropa-Gesellschaft.
• Waldenfels, B.1997: Topographie des Fremden. Studien zur Phänomenologie des Fremden. Frankfurt/Main: Suhrkamp.
• Waldenfels, B. 2006: Grundzüge einer Phänomenologie des Fremden. Frankfurt/Main: Suhrkamp.
• Wierlacher, A. 1985: Das Fremde und das Eigene. Prologomena zu einer interkulturellen Germanistik. München: Iudicium.
Seznam primarne literature in aktualnih krajših clankov dobi študent/študentka ob zacetku semestra. The student will get a list of primary works and current short articles at the beginning of each semester.
Additional information on implementation and assessment • Seminar work 80%
• Active classroom participation 20%
