Abstract
For this chapter, Alfred Hornung locates the origin of Germany’s diversity studies in the postwar era, during which Germany experienced gradual transculturation, especially due to the presence of African American soldiers, but also due to the appearance of American cultures in the media, the introduction of American studies in German universities, and the teaching of multi-ethnic authors in American literature courses. On the basis of international pedagogical experience, Hornung demonstrates that life writing lends itself particularly well to the representation and recognition of diversity and suggests how inclusion can be furthered. The focus of this chapter’s transnational classroom comparison is Maxine Hong Kingston’s The Woman Warrior, whose cultural hybridity has promoted international discussion on inclusive diversity and inspired students to achieve transcultural competence.
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Notes
- 1.
For the general transformation of German society, see Herget 1995.
- 2.
Difference has been a key component of life writing, as witnessed even in the locus classicus of Western autobiography, Saint Augustine’s Confessions (397/398), in which the Church Father narrates his life and conversion from what was then political and religious marginalization; he was a resident of the Barbary shores in northern Africa, located outside the Roman Empire, and also a member of the Christian minority. As the Confessions suggests, in a certain sense, autobiography lends itself to providing a platform for diversity, since it often tracks what sets the writer apart from others.
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Hornung, A. (2018). Diversity and Life Writing in the Transnational Classroom. In: Gertz, S., Huang, B., Cyr, L. (eds) Diversity and Inclusion in Higher Education and Societal Contexts. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-70175-2_10
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