Patrick Mielke

Helmut Schmidt University, Fakultät für Geistes- und Sozialwissenschaften, Post-Doc

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Address: Hanover, Germany

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Noel B. Salazar

KU Leuven

Galen Strawson

The University of Texas at Austin

Judith L Green

University of California, Santa Barbara

Michael Hand

University of Birmingham

David Brunsma

Virginia Tech

Don Ross

University College Cork

Jo Tondeur

Vrije Universiteit Brussel

Bob Jessop

Lancaster University

Andrea Hellman

Missouri State University

Alejandra B Osorio

Wellesley College

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Papers by Patrick Mielke

Praktiken der Aushandlung von Zugehörigkeit und Differenz im Geschichtsunterricht. Empirische Befunde

Verlag Julius Klinkhardt eBooks, 2024

Dieses Dokument steht unter folgender Creative Commons-Lizenz: http://creativecommons.org/license... more

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German Colonial Rule in Present-day Namibia

Journal of Educational Media, Memory, and Society, Sep 1, 2021

This article traces discursive shifts in the ways in which imperialism and European colonialism h... more This article traces discursive shifts in the ways in which imperialism and European colonialism have been dealt with in the classroom in relation to the German history textbook Time for History (Zeit für Geschichte), which was published in 2010. It explores how the textbook’s representation of German colonial rule in present-day Namibia both raises awareness of and reproduces common colonialist-racist images of the “other” by demonstrating how its content is negotiated in year-nine history lessons, as observed over the course of an ethnographic study carried out in a German secondary school. The author assesses the complex interplay between discursive practices of negotiation, everyday educational practices and deeply rooted, colonialist-racist images of the “other” and, on the basis of this interplay, analyses how difficult it is to bring about content-based and discursive shifts in the classroom.

Memory practices and colonial discourse: on text trajectories and lines of flight

Critical Discourse Studies, May 30, 2017

How self-evident is a colonial rationality today? This paper begins by tracing a 'text trajectory... more How self-evident is a colonial rationality today? This paper begins by tracing a 'text trajectory' about nineteenth century imperialism and colonialism through several educational spaces: curricular guidelines, textbook, teachers' reflections on history education, material discursive classroom interactions and pupils' communication about the topic. In a first step, we observe how entrenched and common sensical a great-power discourse about imperialism and colonialism is in current educational practices. We suggest that pupils 'hyperstate' a discursive position on colonialism which appears shocking when stated explicitly, but which is already subtly entextualised in curricular and media discourse. However, in a second step, the analysis orients to the molecular lines and foldings, the unexpected intra-connections and unplanned 'lines of flight'. In this way, the apparent stability of the colonial rationality begins to wobble (just slightly). The memory practices enacted by pupils, curricula, teachers, authors and the material affordances of textbooks repeat entrenched colonial hierarchies and racisms, 'and also' exceed any overly simple understanding of how colonial rationality plays out in contemporary discourse.

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The enacting of belonging and difference: An ethnographic discourse analysis

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An ethnographic discourse analysis

HOTTER: Hierarchical Optimal Topic Transport with Explanatory Context Representations

Findings of the Association for Computational Linguistics: EMNLP 2021

German Colonial Rule in Present-day Namibia

Journal of Educational Media, Memory, and Society, 2021

Die Aushandlung von Zugehörigkeit und Differenz im Geschichtsunterricht

Die vorliegende Studie spurt der Bedeutung von Geschichte fur die Enkulturation und Subjektivieru... more Die vorliegende Studie spurt der Bedeutung von Geschichte fur die Enkulturation und Subjektivierung des Einzelnen in das gesellschaftliche Ganze und der Produktion sozialer Wirklichkeit im Kontext des schulischen Geschichtsunterrichts nach. Basierend auf einer zweijahrigen ethnographischen Forschung im Geschichtsunterricht einer 9., spater 10. Klasse, fragt sie danach, wie im Geschichtsunterricht, unter den Bedingungen der heutigen postmigrantischen Gesellschaft, Zugehorigkeit und Differenz ausgehandelt und hervorgebracht werden. Dies geschieht anhand einer Analyse der exemplarisch ausgewahlten Unterrichtseinheit zum Imperialismus. Im Fokus steht dabei die Hervorbringung und das Erlernen dreier zentraler Imaginationen »europaisch-westlicher« Gesellschaften: Eurozentrismus, Nationalismus und Rassismus. Die Studie folgt der Produktion von Bedeutung entlang von Curricula, Schulbucher und andere Unterrichtsmaterialien, schulischen Alltagspraktiken, informellen Gesprachen und Interview s...

Memory practices and colonial discourse: on text trajectories and lines of flight

Critical Discourse Studies

ABSTRACT How self-evident is a colonial rationality today? This paper begins by tracing a ‘text t... more ABSTRACT How self-evident is a colonial rationality today? This paper begins by tracing a ‘text trajectory’ about nineteenth century imperialism and colonialism through several educational spaces: curricular guidelines, textbook, teachers’ reflections on history education, material discursive classroom interactions and pupils’ communication about the topic. In a first step, we observe how entrenched and common sensical a great-power discourse about imperialism and colonialism is in current educational practices. We suggest that pupils ‘hyperstate’ a discursive position on colonialism which appears shocking when stated explicitly, but which is already subtly entextualised in curricular and media discourse. However, in a second step, the analysis orients to the molecular lines and foldings, the unexpected intra-connections and unplanned ‘lines of flight’. In this way, the apparent stability of the colonial rationality begins to wobble (just slightly). The memory practices enacted by pupils, curricula, teachers, authors and the material affordances of textbooks repeat entrenched colonial hierarchies and racisms, ‘and also’ exceed any overly simple understanding of how colonial rationality plays out in contemporary discourse.

Memory Practices in the Classroom. On Reproducing, Destabilizing and Interrupting Majority Memories

Journal of Educational Media, Memory, and Society, 2015

This article draws on memory studies and media studies to explore how memory practices unfold in ... more This article draws on memory studies and media studies to explore how memory practices unfold in schools today. It explores history education as a media saturated cultural site in which particular social orderings and categorizations emerge as commonsensical and others are contested. Describing vignettes from ethnographic fieldwork in German secondary schools, this article identifies different memory practices as a nexus of pupils, teachers, blackboards, pens, textbooks, and online videos that enacts what counts as worth remembering today: reproduction; destabilization without explicit contestation; and interruption. Exploring mediated memory practices thus highlights an array of (often unintended) ways of making the past present.

The enacting of belonging and difference: An ethnographic discourse analysis

How are belonging and difference enacted in the contemporary history classroom of today’s post-mi... more

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Memory practices and colonial discourse: Tracing text trajectories and lines of flight.

by Felicitas Macgilchrist and Patrick Mielke

Critical Discourse Studies, 2017

How self-evident is a colonial rationality today? This paper begins by tracing a ‘text trajectory... more How self-evident is a colonial rationality today? This paper begins by tracing a ‘text trajectory’ about nineteenth century imperialism and colonialism through several educational spaces: curricular guidelines, textbook, teachers’ reflections on history education, material discursive classroom interactions and pupils’ communication about the topic. In a first step, we observe how entrenched and common sensical a great-power discourse about imperialism and colonialism is in current educational practices. We suggest that pupils ‘hyperstate’ a discursive position on colonialism which appears shocking when stated explicitly, but which is already subtly entextualised in curricular and media discourse. However, in a second step, the analysis orients to the molecular lines and foldings, the unexpected intra-connections and unplanned ‘lines of flight’. In this way, the apparent stability of the colonial rationality begins to wobble (just slightly). The memory practices enacted by pupils, curricula, teachers, authors and the material affordances of textbooks repeat entrenched colonial hierarchies and racisms, ‘and also’ exceed any overly simple understanding of how colonial rationality plays out in contemporary discourse.

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Books by Patrick Mielke

Bildung und Demokratie. Empirische Perspektiven auf Kita und Schule - Leseprobe

Bildung und Demokratie. Empirische Perspektiven auf Kita und Schule, 2023

Sozialer Wandel und ein zunehmend polarisiertes gesellschaftliches Klima stellen die Demokratie u... more Sozialer Wandel und ein zunehmend polarisiertes gesellschaftliches Klima stellen die Demokratie und die Bildungsinstitutionen in Deutschland vor grundlegende Herausforderungen. Der vorliegende Band wirft einen empirischen Blick auf das Verhältnis von Bildung und Demokratie in Kita und Schule. Die Autor*innen analysieren die Ausgestaltung bildungspolitischer Vorgaben sowie fachdidaktischer Konzepte in Bildungs- und Lehrplänen, Schulbüchern und pädagogischer Praxis. Dabei zeigen sie Potenziale auf und diskutieren Spannungsfelder und Grenzen des pädagogisch Leistbaren.

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Praktiken der Aushandlung von Zugehörigkeit und Differenz im Geschichtsunterricht. Empirische Befunde

Verlag Julius Klinkhardt eBooks, 2024

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German Colonial Rule in Present-day Namibia

Journal of Educational Media, Memory, and Society, Sep 1, 2021