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ERIC Number: EJ1319305
Record Type: Journal
Publication Date: 2021
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1756-1221
EISSN: N/A
Diversity, Equity, and Inclusion: Teaching Matters
Schweiger, Franziska
Unterrichtspraxis/Teaching German, v54 n2 p155-166 Fall 2021
This article examines the intersection of contingent faculty labor and institutional diversity on the student and faculty level of U.S. German Studies. Sara Ahmed's notion of "diversity as phenomenology" (2012, p. 173) provides a conceptual framework to show that active diversity work in the German classroom has a feedback effect and reveals how the contingentization of faculty labor undermines diversity on the student and faculty level. In three steps, the article draws on pertinent data to show how institutional superstructures become tangible through diversity work in the German classroom. Considering that German Studies continues to be the whitest world language in U.S. academia (Grawe, 2018; Hussar & Bailey, 2020; Murphy & Lee, 2019), the article proposes that German Studies ought to take a leading role in actively addressing the larger institutional structures that perpetuate white supremacy. It concludes with a proposal of four concrete steps for how German teachers and professional bodies can address systemic structures that exceed, yet directly impact German Studies.
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A