{"title":"“Reach Everyone on the Planet . . .”: Kimberlé Crenshaw and Intersectionality (review)","authors":"Angelica Fenner","doi":"10.1353/fgs.2020.0026","DOIUrl":"https://doi.org/10.1353/fgs.2020.0026","url":null,"abstract":"","PeriodicalId":53717,"journal":{"name":"Feminist German Studies","volume":"34 1","pages":"115 - 117"},"PeriodicalIF":0.2,"publicationDate":"2020-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82286749","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Women at Work in Twenty-First-Century European Cinema by Barbara Mennel (review)","authors":"M. Hennessy","doi":"10.1353/fgs.2020.0029","DOIUrl":"https://doi.org/10.1353/fgs.2020.0029","url":null,"abstract":"","PeriodicalId":53717,"journal":{"name":"Feminist German Studies","volume":"6 1","pages":"121 - 122"},"PeriodicalIF":0.2,"publicationDate":"2020-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72933211","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"German Women’s Life Writing and the Holocaust: Complicity and Gender in the Second World War by Elisabeth Krimmer (review)","authors":"Julia K. Gruber","doi":"10.1353/fgs.2020.0027","DOIUrl":"https://doi.org/10.1353/fgs.2020.0027","url":null,"abstract":"","PeriodicalId":53717,"journal":{"name":"Feminist German Studies","volume":"48 1","pages":"117 - 119"},"PeriodicalIF":0.2,"publicationDate":"2020-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76964124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Eisige Helden: Kälte, Emotionen, und Geschlecht in Literatur und Kunst vom 19. Jahrhundert bis in die Gegenwart by Inge Stephan (review)","authors":"Elisabeth Krimmer","doi":"10.1353/fgs.2020.0035","DOIUrl":"https://doi.org/10.1353/fgs.2020.0035","url":null,"abstract":"","PeriodicalId":53717,"journal":{"name":"Feminist German Studies","volume":"3 1","pages":"132 - 134"},"PeriodicalIF":0.2,"publicationDate":"2020-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87639322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Dimensions of Storytelling in German Literature and Film ed. by Kristy R. Boney and Jennifer Marston William (review)","authors":"Melissa Sheedy","doi":"10.1353/fgs.2020.0019","DOIUrl":"https://doi.org/10.1353/fgs.2020.0019","url":null,"abstract":"","PeriodicalId":53717,"journal":{"name":"Feminist German Studies","volume":"76 1","pages":"101 - 103"},"PeriodicalIF":0.2,"publicationDate":"2020-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80149288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-23DOI: 10.5250/femigermstud.36.1.0144
Lauren Nossett, Lauren Luca Pixner
Abstract:In this article we examine the popularity of nineteenth-century language-of-flower books and floral symbols alongside contemporary discourses that align women with flowers and ascribe significance to a woman’s reproductive years while devaluing the life and contributions of the old woman. Through an examination of the natural world in Hedwig Dohm’s Werde, die Du bist! (1894), we argue that Dohm repurposes the female sexual metaphor of the flower to emphasize the elements needed for a mature woman to continue her development after her reproductive years.
{"title":"The Language of Flowers and the (Re)productive Female Body in Hedwig Dohm’s Werde, die Du bist!","authors":"Lauren Nossett, Lauren Luca Pixner","doi":"10.5250/femigermstud.36.1.0144","DOIUrl":"https://doi.org/10.5250/femigermstud.36.1.0144","url":null,"abstract":"Abstract:In this article we examine the popularity of nineteenth-century language-of-flower books and floral symbols alongside contemporary discourses that align women with flowers and ascribe significance to a woman’s reproductive years while devaluing the life and contributions of the old woman. Through an examination of the natural world in Hedwig Dohm’s Werde, die Du bist! (1894), we argue that Dohm repurposes the female sexual metaphor of the flower to emphasize the elements needed for a mature woman to continue her development after her reproductive years.","PeriodicalId":53717,"journal":{"name":"Feminist German Studies","volume":"5 1","pages":"144 - 165"},"PeriodicalIF":0.2,"publicationDate":"2020-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78787727","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-23DOI: 10.5250/femigermstud.36.1.0024
Muriel Cormican, B. Dahms, R. Kilpatrick
Abstract:This essay introduces an initiative designed to build bridges across languages and to promote collaboration with those closest to us in disciplinary terms within the humanities. We describe our collaborative teaching experience in a course on cultures of immigration at the University of West Georgia in which students and professors of three languages shared the classroom, brought their disciplinary expertise to bear, and traded positionalities. We outline how we organized the course, including the practicalities of accommodating both traditional and innovative curricular demands. We discuss the strategies we used to emphasize that the project was an experimental endeavor rooted in a Freirean understanding of collaborative learning as well as of teaching. Finally, we consider how such collaboration fosters empathy daily, emphasizes our similarities while not undermining our differences, and cultivates productive, cross-fertilizing reflection on identity (personal, departmental, national, and other) among students and faculty alike.
摘要:本文介绍了一项倡议，旨在建立跨语言的桥梁，促进与人文学科中最接近我们的人的合作。我们描述了我们在西乔治亚大学(University of West Georgia)的一门移民文化课程中的合作教学经验，在这门课程中，三种语言的学生和教授共享课堂，发挥他们的学科专长，并交换立场。我们概述了我们如何组织课程，包括适应传统和创新课程需求的实用性。我们讨论了我们用来强调这个项目是一个实验性的努力，它植根于对协作学习和教学的自由主义理解。最后，我们考虑这种合作如何每天培养同理心，强调我们的相似之处，同时不破坏我们的差异，并在学生和教师之间培养对身份(个人、部门、国家和其他)的富有成效的、相互促进的反思。
{"title":"Embracing Disciplinary Trouble: Silos, Identity, and Shared Intellectual Endeavor","authors":"Muriel Cormican, B. Dahms, R. Kilpatrick","doi":"10.5250/femigermstud.36.1.0024","DOIUrl":"https://doi.org/10.5250/femigermstud.36.1.0024","url":null,"abstract":"Abstract:This essay introduces an initiative designed to build bridges across languages and to promote collaboration with those closest to us in disciplinary terms within the humanities. We describe our collaborative teaching experience in a course on cultures of immigration at the University of West Georgia in which students and professors of three languages shared the classroom, brought their disciplinary expertise to bear, and traded positionalities. We outline how we organized the course, including the practicalities of accommodating both traditional and innovative curricular demands. We discuss the strategies we used to emphasize that the project was an experimental endeavor rooted in a Freirean understanding of collaborative learning as well as of teaching. Finally, we consider how such collaboration fosters empathy daily, emphasizes our similarities while not undermining our differences, and cultivates productive, cross-fertilizing reflection on identity (personal, departmental, national, and other) among students and faculty alike.","PeriodicalId":53717,"journal":{"name":"Feminist German Studies","volume":"14 47 1","pages":"24 - 39"},"PeriodicalIF":0.2,"publicationDate":"2020-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87953268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-23DOI: 10.5250/femigermstud.36.1.0085
J. Askey
Abstract:The desire for collaboration, whether in a research or organizational context, is ideally driven by a shared desire to contribute to a collective enterprise. In the academy, collaboration holds the promise of creating knowledge that has greater reach than any single individual would have on her own, as well as of combatting the personal isolation of scholars working in small towns, in niche areas, or in cutting- edge, unfamiliar fields of research. Coaching relationships— whether individualized or done in collaborative groups— foster internal investigation and self- knowledge, followed by reflection and action that seek to unlock the personal potential in the service of one’s overall life and career goals. Through an examination of personal experience in and research on coaching, this article presents a case for incorporating coaching into professional academic and personal development.
{"title":"Collaborative Coaching to Unlock Your Full Potential","authors":"J. Askey","doi":"10.5250/femigermstud.36.1.0085","DOIUrl":"https://doi.org/10.5250/femigermstud.36.1.0085","url":null,"abstract":"Abstract:The desire for collaboration, whether in a research or organizational context, is ideally driven by a shared desire to contribute to a collective enterprise. In the academy, collaboration holds the promise of creating knowledge that has greater reach than any single individual would have on her own, as well as of combatting the personal isolation of scholars working in small towns, in niche areas, or in cutting- edge, unfamiliar fields of research. Coaching relationships— whether individualized or done in collaborative groups— foster internal investigation and self- knowledge, followed by reflection and action that seek to unlock the personal potential in the service of one’s overall life and career goals. Through an examination of personal experience in and research on coaching, this article presents a case for incorporating coaching into professional academic and personal development.","PeriodicalId":53717,"journal":{"name":"Feminist German Studies","volume":"299 1","pages":"85 - 99"},"PeriodicalIF":0.2,"publicationDate":"2020-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79668797","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-23DOI: 10.5250/femigermstud.36.1.0071
S. Simon
Abstract:The five sections of this essay cover the phases of collaboration by reflecting on lessons from thirty years of collaborative projects spanning German, gender, and media studies. It addresses the importance of acknowledging differences among backgrounds, disciplines, and institutions, stresses the major role transparency has to play in a working relationship, and explores how collaboration can help you maintain a sense of creative freedom while dealing with real-world constraints. It concludes by discussing the different strengths junior and senior faculty can bring to the table and the rewards collaboration has in store for them, even if the process proves challenging.
{"title":"How to Keep the Co(ol) in Collaboration","authors":"S. Simon","doi":"10.5250/femigermstud.36.1.0071","DOIUrl":"https://doi.org/10.5250/femigermstud.36.1.0071","url":null,"abstract":"Abstract:The five sections of this essay cover the phases of collaboration by reflecting on lessons from thirty years of collaborative projects spanning German, gender, and media studies. It addresses the importance of acknowledging differences among backgrounds, disciplines, and institutions, stresses the major role transparency has to play in a working relationship, and explores how collaboration can help you maintain a sense of creative freedom while dealing with real-world constraints. It concludes by discussing the different strengths junior and senior faculty can bring to the table and the rewards collaboration has in store for them, even if the process proves challenging.","PeriodicalId":53717,"journal":{"name":"Feminist German Studies","volume":"64 1","pages":"71 - 84"},"PeriodicalIF":0.2,"publicationDate":"2020-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84012299","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-23DOI: 10.5250/femigermstud.36.1.0001
Brigetta M. Abel, Erika Berroth, Angineh Djavadghazaryans, Maureen O. Gallagher, Adam R. King, Karolina May-Chu, Simone Pfleger, Faye Stewart, Amy D. Young
Abstract:Dedicated to Ron Joslin (1960–2019), a founding member of the Grenzenlos Deutsch collectiveCollaborative practices reflect distinctive pedagogical, professional, and interpersonal patterns congruent with feminist thought. Grenzenlos Deutsch (German without borders) is a collectively authored and edited introductory German curriculum available as an open educational resource. The project, which is still a work in progress, is committed to an ongoing dialogue about diversity, inclusivity, and social justice in its representation of the German-speaking world; such aspects are still largely absent from traditional textbooks. In this article, nine members of the Grenzenlos Deutsch collective share their experiences and reflect on feminist collaborative practices as they pertain to the creation of Grenzenlos Deutsch. The first section discusses a shared understanding of this collaboration as a feminist endeavor and considers the overlaps and dissonances between the team members’ positionalities and pedagogical strategies. The second section addresses the benefits and challenges of collaboration, particularly the complex questions of collective ownership and attribution of credit. The essay concludes with reflections on the future of this project and offers suggestions for other teams of collaborators.
{"title":"Grenzenlos Deutsch: Co-creating Open Educational Resources through Feminist Collaboration","authors":"Brigetta M. Abel, Erika Berroth, Angineh Djavadghazaryans, Maureen O. Gallagher, Adam R. King, Karolina May-Chu, Simone Pfleger, Faye Stewart, Amy D. Young","doi":"10.5250/femigermstud.36.1.0001","DOIUrl":"https://doi.org/10.5250/femigermstud.36.1.0001","url":null,"abstract":"Abstract:Dedicated to Ron Joslin (1960–2019), a founding member of the Grenzenlos Deutsch collectiveCollaborative practices reflect distinctive pedagogical, professional, and interpersonal patterns congruent with feminist thought. Grenzenlos Deutsch (German without borders) is a collectively authored and edited introductory German curriculum available as an open educational resource. The project, which is still a work in progress, is committed to an ongoing dialogue about diversity, inclusivity, and social justice in its representation of the German-speaking world; such aspects are still largely absent from traditional textbooks. In this article, nine members of the Grenzenlos Deutsch collective share their experiences and reflect on feminist collaborative practices as they pertain to the creation of Grenzenlos Deutsch. The first section discusses a shared understanding of this collaboration as a feminist endeavor and considers the overlaps and dissonances between the team members’ positionalities and pedagogical strategies. The second section addresses the benefits and challenges of collaboration, particularly the complex questions of collective ownership and attribution of credit. The essay concludes with reflections on the future of this project and offers suggestions for other teams of collaborators.","PeriodicalId":53717,"journal":{"name":"Feminist German Studies","volume":"10 1","pages":"1 - 23"},"PeriodicalIF":0.2,"publicationDate":"2020-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78905001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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