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Multidirectional Memory as Decolonial Pedagogical Practice in German Studies

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Abstract

Michael Rothberg defines “multidirectional memory” as a social phenomenon that connects disparate cultural memory narratives. According to Rothberg, rather than viewing discourses related to slavery and decolonization as competing with the unique place of the Holocaust in modern Western history, these discourses developed concomitantly and can foster solidarity for a more just future. This chapter argues that multidirectional memory has, at its core, a decolonialist mission and facilitates a decolonizing pedagogy. I examine how multidirectional discourse relies on the exploration of different positionalities. This approach positions student self-assessment of personal narratives in the context of national, international, and multidirectional narratives, fostering deep criticality conducive to decolonized thinking. I will elucidate my theoretical ideas on the basis of a course entitled “Transnational Perspectives on Holocaust Memory.”

Keywords

  • Multidirectional
  • Memory
  • Decolonization
  • Holocaust
  • Pedagogy

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Hansen, L. (2020). Multidirectional Memory as Decolonial Pedagogical Practice in German Studies. In: Criser, R., Malakaj, E. (eds) Diversity and Decolonization in German Studies. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-34342-2_14

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