Transkulturelle Mehrfachzugehörigkeiten

Geography Courses in the Identity Construction and Spatial Belonging Development of Turkish-origin Students Living in Germany

“…It is not seen as a great problem not to have information/ subjects about the geography of Turkey in geography courses because it is less value-laden as comparing with history course and contributes practically while not having subjects related to Turkey history in history courses is regarded as a problem by Turkish-origin students and it is tried to be completed via informal sources (Pamuk, 2019). Although recent studies on the relationship between migration and spatial belonging have increased (Aşkın, 2017;Dietz, 2011;Freist, Kyora& Unseld, 2019;Hanhörster, 2014;Karaman& Mursül, 2018;Kochan, 2016;Mee& Wright, 2009;Mirlotfi& Jahantigh, 2018;Turut& Özgür, 2018), there is a lack of literature on this topic in relation to geography education.In conclusion, the contributions of geography courses taught within the scope of a learning domain of social studies, the identities of Turkish-origin students and their belonging to German society different facts in different senses emerge. Geography course functions to provide students to regard Germany as their country by making them feel that they are a part of that place, introducing the place lived on, the geography of that place and the place itself.…”

Explication of the Migrant Writers’ Hybrid Identity in German-speaking Discourse

“…The monograph by D. Freist, S. Kyora and M. Unseld "Transkulturelle Mehrfachzugehörigkeit als kulturhistorisches Phänomen. Räume -Materialitäten -Erinnerungen" (2019) [5] presents the analysis of the experience which the authors and their characters acquired being parts of several cultures, a description of narrative strategies and cultural practices used by multilingual writers for self-design in the conditions of transculturally modified space and time.…”