Transformation and education in the literature of the GDR /
"Perhaps never before has a state emphasized education to citizenship more than in the new nation founded in 1949 as the German Democratic Republic. For forty years, educational and cultural policy played a pivotal role in efforts to build and sustain a socialist state on German soil. Party and...
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| Main Author: | |
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| Format: | Electronic eBook |
| Language: | English |
| Published: |
Rochester, New York :
Camden House,
2020.
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| Series: | Studies in German literature, linguistics, and culture.
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| Subjects: | |
| Online Access: | CONNECT |
MARC
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| 100 | 1 | |a Conacher, Jean E., |e author. | |
| 245 | 1 | 0 | |a Transformation and education in the literature of the GDR / |c Jean E. Conacher. |
| 264 | 1 | |a Rochester, New York : |b Camden House, |c 2020. | |
| 264 | 4 | |c ©2020 | |
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| 490 | 1 | |a Studies in German literature, linguistics, and culture | |
| 504 | |a Includes bibliographical references and index. | ||
| 505 | 0 | |a Introduction : the postwar desire for renewal -- Shaping the cultural and educational landscape in the Soviet Occupation Zone (SBZ) -- Interweaving GDR education and cultural policy toward a national literature -- Critiquing the norm in Steinmann's Die grössere Liebe, Wolf's Der geteilte Himmel, and Kant's Die Aula -- "Ich bin Wer?" : subjectivity and transformation in Wolf's Nachdenken über Christa T. and Reimann's Franziska Linkerhand -- "Wem geben wir Einsen...?" : meritocracies in de Bruyn's Die Preisverleihung and Plenzdorf's Die neuen Leiden des Jungen -- "Mir geht es gut" : challenging stagnation in Hein's Der fremde Freund and Höntsch's Wir sind keine Kinder mehr -- Conclusion. | |
| 520 | |a "Perhaps never before has a state emphasized education to citizenship more than in the new nation founded in 1949 as the German Democratic Republic. For forty years, educational and cultural policy played a pivotal role in efforts to build and sustain a socialist state on German soil. Party and state held teachers and writers responsible for demonstrating the superiority of socialism, infusing pupils and readers with a commitment to the emerging state, and providing persuasive role models of der neue Mensch each was challenged to become. Utilizing an innovative triangular framework, this book demonstrates how mentor-protegé(e) rubrics, traditionally associated with the socialist Bildungsroman, came to characterize text-external and text-internal relations within diverse narrative forms. Thus, leading writers such as Hermann Kant, Christa Wolf, Brigitte Reimann, and Christoph Hein played with the genre's patterns of transformation as they engaged with the intellectual, societal, and aesthetic dilemmas of GDR life. This book shows that understanding representations of educational transformation in GDR literature, a topic largely overlooked by critics, is central to an aesthetic appreciation of that literature more broadly"-- |c Provided by publisher. | ||
| 588 | 0 | |a Print version record. | |
| 590 | 0 | |a Books at JSTOR Evidence Based Acquisitions | |
| 650 | 0 | |a German literature |z Germany (East) |x History and criticism. | |
| 650 | 0 | |a Socialism in literature. | |
| 650 | 0 | |a Socialism |x Study and teaching |z Germany (East) | |
| 650 | 0 | |a Education and state |z Germany (East) |x History. | |
| 655 | 7 | |a Criticism, interpretation, etc. |2 fast |0 (OCoLC)fst01411635 | |
| 655 | 7 | |a History. |2 fast |0 (OCoLC)fst01411628 | |
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| 830 | 0 | |a Studies in German literature, linguistics, and culture. | |
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