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<div class="WordSection1">
<h3><strong><span style="font-family:"Aptos",sans-serif">**English version below**</span></strong><o:p></o:p></h3>
<div>
<p class="MsoNormal">Liebe Kolleginnen und Kollegen, <o:p></o:p></p>
</div>
<div>
<p class="MsoNormal">wir freuen uns über Vorschläge für 5-minütige Beiträge für unseren
<a href="https://kulturgeographie.org/sessionaufrufe-nkg-2025/#geographische-lehre">
NKG-Workshop zum Thema "Geographische Lehre dezentrieren“</a> mit Bezug zu den unten aufgeworfenen Fragen bis zum 31.5.2025. <o:p></o:p></p>
</div>
<p><b>Geographische Lehre dezentrieren</b><o:p></o:p></p>
<p>Kritische, reflexive und postkoloniale Perspektiven haben in der sozial- und kulturgeographischen Forschung stark an Bedeutung gewonnen. Im Kern geht es dabei um die Dezentrierung hegemonialer geographischer Perspektiven, indem marginalisierte und machtkritische
Geographien (z.B. feministisch-intersektionale, Schwarze oder Indigene) in den Vordergrund gerückt und eurozentrische und postkoloniale Strukturen der Wissensproduktion aufgedeckt werden. Auch in der geographischen Lehre werden mittlerweile häufig solche dezentrierenden
Perspektiven vermittelt. Allerdings stellt sich die Frage, inwiefern die Lehre dabei selbst auch dezentriert oder zu dezentrieren vermag – oder vielmehr einem klassischen Kanon und klassischen Formen der Wissensvermittlung verhaftet bleibt.<o:p></o:p></p>
<p>Während im angelsächsischen Raum zunehmend die Ein- und Ausschlüsse antirassistischer, postkolonialer oder feministischer Perspektiven in der geographischen Lehre diskutiert werden (z.B. Craggs & Neate 2020; Esson & Last 2020; Kinkaid & Fritzsche 2022; Nayak
2024), bleiben solche Debatten in der deutschsprachigen Humangeographie weitgehend auf Gespräche unter Kolleg:innen beschränkt (aber Schreiber & Carstensen-Egwuom 2021).<o:p></o:p></p>
<p>In dieser Session wollen wir die Möglichkeiten und Herausforderungen der Dezentrierung geographischer Lehre diskutieren. Unser Ziel ist, damit einen produktiven Austausch zu unterstützen, der Impulse für die konkrete Lehrpraxis gibt und Vernetzung fördert.
Wir setzen dabei an unserem gemeinsamen Schwerpunkt in der Migrationsforschung an, möchten aber bewusst verschiedene Bereiche und Themen der geographischen Lehre in den Blick nehmen. Dabei möchten wir diese und weitere Fragen diskutieren:<o:p></o:p></p>
<ul type="disc">
<li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l4 level1 lfo3">
Wie können wir machtkritische, reflexive und post-/dekoloniale Perspektiven in unsere Lehre integrieren?<o:p></o:p></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l4 level1 lfo3">
Was sind gute Ansätze, Strategien und didaktische Methoden, um solche Perspektiven in Curricula, Lehrkonzepten sowie im Rahmen von Diskussionen in Lehrveranstaltungen umzusetzen?<o:p></o:p></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l4 level1 lfo3">
Welche Herausforderungen gibt es und wie unterscheiden sich diese je nach Studiengängen und Studierendenprofilen?<o:p></o:p></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l4 level1 lfo3">
Inwiefern können Bemühungen um eine Dezentrierung der Lehre zu inklusiveren Lehr-Lern- /Hochschulsettings beitragen?<o:p></o:p></li></ul>
<div>
<p class="MsoNormal"><o:p> </o:p></p>
</div>
<div>
<p class="MsoNormal">Wir bitten um Eure/Ihre Rückmeldungen bis zum 31.5.2025 an <a href="mailto:antonie.schmiz@fu-berlin.de">
antonie.schmiz@fu-berlin.de</a> und <a href="mailto:christine.lang@uni-osnabrueck.de">christine.lang@uni-osnabrueck.de</a>. <o:p></o:p></p>
</div>
<div>
<p class="MsoNormal"><o:p> </o:p></p>
</div>
<div>
<p class="MsoNormal">Beste Grüße<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal">Antonie Schmiz, Inken Carstensen-Egwuom, Christine Lang, Anna-Lisa Müller<o:p></o:p></p>
</div>
<p><o:p> </o:p></p>
<p><b><span lang="EN-US">**English version**</span></b><span lang="EN-US"><o:p></o:p></span></p>
<p><span lang="EN-US">Dear colleagues, <o:p></o:p></span></p>
<p><span lang="EN-US">We are looking forward to receiving five-minute contribution proposals (German or English) for our workshop on "Decentring Geographical Teaching" with reference to the questions raised below by 31 May 2025.<o:p></o:p></span></p>
<p><b><span lang="EN-US">Decentring geographical teaching</span></b><span lang="EN-US"><o:p></o:p></span></p>
<p><span lang="EN-US">Critical, reflexive and postcolonial perspectives have become increasingly important in social and cultural geography research. In essence, this involves the decentring of hegemonic geographical perspectives by bringing marginalised and
power-critical geographies (e.g. feminist-intersectional, black or indigenous) to the fore and uncovering Eurocentric and postcolonial structures of knowledge production. Such decentric perspectives are now also frequently taught in geographical education.
However, the question arises as to the extent to which teaching itself is able to decentrate or decentre - or rather to remain tied to a classical canon and classical forms of knowledge transfer.<o:p></o:p></span></p>
<p><span lang="EN-US">While the inclusion and exclusion of anti-racist, postcolonial or feminist perspectives in geographical teaching is increasingly being discussed in the English-speaking world (e.g. Craggs & Neate 2020; Esson & Last 2020; Kinkaid & Fritzsche
2022; Nayak 2024), such debates in German-speaking human geography remain largely limited to discussions among colleagues (but Schreiber & Carstensen-Egwuom 2021).<o:p></o:p></span></p>
<p><span lang="EN-US">In this session, we want to discuss the opportunities and challenges of decentralising geographical teaching. Our aim is to support a productive exchange that provides impulses for concrete teaching practice and promotes networking. In
doing so, we are building on our common focus on migration research, but would like to consciously look at different areas and topics of geographical teaching. We would like to discuss these and other questions:<o:p></o:p></span></p>
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<span lang="EN-US">How can we integrate power-critical, reflexive and post/decolonial perspectives into our teaching?<o:p></o:p></span></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l2 level1 lfo6">
<span lang="EN-US">What are good approaches, strategies and didactic methods for implementing such perspectives in curricula, teaching concepts and in the context of discussions in courses?<o:p></o:p></span></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l2 level1 lfo6">
<span lang="EN-US">What challenges are there and how do these differ depending on the degree programmes and student profiles?<o:p></o:p></span></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l2 level1 lfo6">
<span lang="EN-US">To what extent can efforts to decentralise teaching contribute to more inclusive teaching/learning/university settings?<o:p></o:p></span></li></ul>
<p><span lang="EN-US">We look forward to receiving your suggestions by 31 May 2025 at
<a href="mailto:antonie.schmiz@fu-berlin.de">antonie.schmiz@fu-berlin.de</a> and <a href="mailto:christine.lang@uni-osnabrueck.de">
christine.lang@uni-osnabrueck.de</a>.<o:p></o:p></span></p>
<p>Best regards, Antonie Schmiz, Inken Carstensen-Egwuom, Christine Lang, Anna-Lisa Müller<o:p></o:p></p>
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<h5><strong><span style="font-family:"Aptos",sans-serif">Literature</span></strong><o:p></o:p></h5>
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<span lang="EN-US">Craggs, R., & Neate, H. (2020). What Happens If We Start from Nigeria? Diversifying Histories of Geography. In: Annals of the American Association of Geographers 110 (3), 899–916. https://doi.org/10.1080/24694452.2019.1631748<o:p></o:p></span></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l3 level1 lfo9">
<span lang="EN-US">Esson, J., & Last, A. (2020). Anti-racist learning and teaching in British geography.
</span>Area, 52(4), 668– 677. https://doi.org/10.1111/area.12658<o:p></o:p></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l3 level1 lfo9">
<span lang="EN-US">Kinkaid, E., & and Fritzsche, L. (2022). The Stories We Tell: Challenging Exclusionary Histories of Geography in U.S. Graduate Curriculum. Annals of the American Association of Geographers, 112(8), 2469–2485. https://doi.org/10.1080/24694452.2022.2072805<o:p></o:p></span></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l3 level1 lfo9">
<span lang="EN-US">Nayak, A. (2025). Social geography I: Anti-racism, implacable whiteness and decolonizing Anglo- American geography.
</span>Progress in Human Geography, 49(1), 109–118. https://doi.org/10.1177/03091325241296067<o:p></o:p></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l3 level1 lfo9">
Schreiber, V., & Carstensen-Egwuom, I. (2021). Lehren und Lernen aus feministischer Perspektive. In: Autor*innenkollektiv Geographie und Geschlecht (Hg.): Handbuch feministische Geographien. Arbeitsweisen und Konzepte. Opladen, Berlin, Toronto: Verlag Barbara
Budrich, 97–117<o:p></o:p></li></ul>
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<p class="MsoNormal"><span lang="EN-US" style="color:black">_ _ _<o:p></o:p></span></p>
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<p class="MsoNormal"><span lang="EN-US" style="color:black"><br>
Prof. Dr. Antonie Schmiz (she/her)<br>
Department of Human Geography <o:p></o:p></span></p>
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<p class="MsoNormal" style="margin-bottom:12.0pt"><span style="color:black">Freie Universität Berlin<o:p></o:p></span></p>
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