"Der Beitrag untersucht die Darstellung des globalen Südens anhand der Themen Armut, Entwicklungszusammenarbeit und Kolonialismus in Hamburger Schulbüchern der Mittel- und Oberstufe. Er kommt zu dem Schluss, dass sich oftmals rassistische Elemente in dieser Darstellung aufzeigen lassen: in der Geg ... enüberstellung von aktiven, wissenden, aufgeklärten Weißen und passiven, unwissenden, rückständigen Nichtweißen; in der Verharmlosung des Kolonialismus und der Geringschätzung seiner Opfer; sowie in der Konstruktion von afrikanischen und asiatischen Säuglingen als einer Bedrohung für die Menschheit." (Zusammenfassung) more

"In early colonial times, European scientists explained and justified the aggressive and devastating expansion of Europe into nearly every corner of the world. Africans, for example, had been dehumanized, infantilized and bereft of history. The legacy of this manipulative enterprise can still be obs ... erved in various discourses of Africa in Western media and education. Induced into the Western cannon by Hegel, the notion of unhistorical Africa persists to the present day. Which role does contemporary education play in the manifestation of this ignorance? This paper analyses the role Africa occupies in German history textbook narratives. In only one of four textbook series, the existence of African history before the European “discovery” (the term is literally used by the books) is merely acknowledged. Others would not even explicitly (by text or maps) place Ancient Egypt in Africa, in accordance with Hegel. Pre-colonial Africa is absent from text, it can be sometimes found on the maps as a passive receiver of conquest or trade. The post-colonial history is largely reduced to the explanations of why Africa is “poor”. African sources and history archives are rarely used, priority is given to German or other Western sources. We argue that this persistent marginalization of Africa and Africans throughout the history curriculum in Germany needs to be urgently addressed by history educators and policy makers." (Abstract) more

"Poverty, violence and underdevelopment are the prevailing images of Africa in German history and geography textbooks. Pre-colonial African history, African culture and philosophy are not covered by Eurocentric curricula.Classic and modern western literature is interspersed with stereotypes about Af ... rican people; these stereotypes often pass uncommented by the teachers. As one of the results, students of African descent and their parents commonly experience racism in schools expressed by the fellow students and teachers. The students of African descent are labelled naturally “lazy”, “wild” and “needy”; they are rather expected to excel in sports and music than in science and philosophy, and are undervalued accordingly. In a longitudinal case study, the main project investigates the relationship between the portrayal of Africa in educational context and these racial prejudices. The project anticipates to revise textbooks and curriculum in this regard, to create new un-biased teaching materials on Africa and to test them in real school lessons. The current paper presents the results of an empirical pilot study in a school in Hamburg. A survey conducted with 12-17 year old students in a Hamburg school on their image of Africa showed that they see Africa predominantly as an “exotic” and/or hopeless and violent place; this view is consistent with the one presented in their textbooks. Alongside with these racial stereotypes, students’ answers contained names of their classmates of African descent." (Abstract) more