Gabriele Linke Knihy

Die Studie wirbt um ein neues Verständnis von Populärliteratur, indem sie aufzeigt, wie romances in einen gesellschaftlichen Prozess der Reproduktion kultureller Standardisierungen und des Erinnerns an historische Erfahrungen und Ereignisse eingebunden sind. Da der Erfolg der Serienliebesromane seit den 1970er Jahren mit der Internationalisierung des Buchmarktes einhergeht, erhebt sich die Frage, ob und wie ein standardisiertes und weltweit vermarktetes Genre als nationalkulturelles Gedächtnis fungieren kann. Der Vergleich britischer und nordamerikanischer romances zeigt, wie nationalkulturelle Details das Erzählschema mit Leben erfüllen und wie auf genrespezifische Weise an Geschehnisse der nationalen Vergangenheit wie den Vietnamkrieg oder die britischen Kolonialkriege erinnert wird.

Immersion und bilingualer Unterricht wurden in den vergangenen Jahren deutschlandweit in unterschiedlichem Umfang an Kitas und Schulen eingeführt und erprobt. Der Sammelband dokumentiert an ausgewählten Beispielen den gegenwärtigen Stand von Forschung und Praxis auf dem Gebiet der Englisch-Immersion bzw. des deutsch-englischen bilingualen Unterrichts. Neben einführenden Beiträgen enthält der Band auch Praxisberichte mit vielfältigen Anregungen zur Unterrichtsgestaltung sowie Beiträge zur empirischen Erforschung dieser Unterrichtsform. Ziel des Bandes ist es, bewährte Konzepte bzw. Ansätze allen an bilingualem bzw. immersivem Lernen und Lehren Interessierten zugänglich zu machen. Darüber hinaus sollen Perspektiven und Entwicklungschancen von Immersion und bilingualem Unterricht aufgezeigt werden, verbunden mit der Hoffnung, dass sich diese Unterrichtsform als Impulsgeber für die Entwicklung der deutschen Bildungslandschaft etabliert.

In recent years, few studies have systematically reflected on teaching experiences and course design in cultural studies. This volume aims to address this gap by documenting instructors' insights and presenting successful instructional models. The contributions seek to expand the scope of cultural studies instruction while facilitating course design. They include case studies and examples demonstrating the effective integration of theories and models from established disciplines such as history, sociology, museum studies, and post-colonial and literary studies. The articles provide brief overviews of various academic disciplines, methods, and topics, offering excellent introductory readings on subjects like place, gender, identity, visual culture, reggae, social movements, and the Angry Young Men. Additionally, the volume features articles on teaching with Web 2.0, the nature and functions of stereotypes, and learning techniques for cultural studies classes. Due to its diverse topics and approaches, this volume serves as a valuable resource for instructors, students, and researchers in cultural studies.

Although Britain has not had the same bad press as the USA has had recently for its imperialist military interventions, it has been involved in war five times since the Labour government took office in 1997. Furthermore, a close look at Britain's international involvement reveals that there has been hardly a decade in the last three hundred years when Britain was not engaged in some military conflict. Far from attempting to cover British military history since the Civil War, this volume will present case studies on different aspects of war in different historical contexts. Since most of the contributions are indebted to a Cultural Studies approach, they cover questions of representation, especially the representation of individual wars in the mass media and in cultural memory, and address the impact of war on gender, ethnicity and power. Furthermore, they illustrate how war, through its representations and the circulation of those representations in social discourses, becomes part of the complex process of the construction of identity and how different social groups compete for control over representations and memory.

Time and again throughout the second half of the 20th century, technical innovations in communications have promised more efficient ways of foreign language teaching and learning. Time and again, these media have been resisted by some teachers and welcomed enthusiastically by others, until each medium's specific strengths emerged more clearly in the course of classroom use. Contributors to this volume report their experiences, submit proposals and survey the state of affairs with regard to the use of 'new' electronic media in secondary and tertiary education. Some contributions cover more traditional media genres such as film, soap opera and music video clip while others - the majority - deal with the diverse uses of the Internet as a source of information and means of communication. Here, themes range from intercultural learning via Internet and virtual intercultural projects through the description of the development of programmes for information literacy and online courses to classroom uses of electronic newspapers, electronic platforms and scenario presentations with the help of new media.

Stimulated by the vibrancy of twenty-first century American and British fiction, this volume sketches the landscape of contemporary novels and short stories. Contributors present case studies on Alice Sebold's novel The Lovely Bones, on recent works by Ian McEwan, A. S. Byatt, Julian Barnes, and David Lodge, and on Afro-Latino/a literature in the United States. The volume also includes extensive discussions of contemporary American short stories and recent British 'pop' literature, an analysis of the similarities between the author J T LeRoy and the rapper Eminem, and an exploration of Holocaust representations in contemporary American novels. Two conversations complement the issue: a discussion with Boston Globe chief book critic Gail Caldwell and an interview with award-winning American novelist Jonathan Franzen.