Decolonization and Politics of Memory. Textbooks in the Context of Societal Conflicts in France (1962-2009)

这个项目分析了关于“真实的”历史冲突如何成为解释冲突的问题的法国非殖民化记忆政治。该研究基于20世纪60年代以来的历史和公民教科书，因为这些教科书可以被视为国家自传，形成了与社会相关的官方认可的历史知识档案。在这些媒体中，历史的破裂、变化和冲突被定义、设计、报道或戏剧化。该项目的目的是分析教科书中殖民主义、非殖民化和后殖民移民的历时性表现。通过特定的流派，该项目为国际上关于记忆政治的争论做出了创新的贡献，这已经成为一个突出的研究领域。在项目的第二阶段，一篇名为“教科书知识（在后殖民状态下）？”《非殖民化事件、后殖民记忆政治冲突和20世纪50年代以来法国代表性危机》将出版。为此，该项目将详细阐述项目第一阶段的研究成果以及最初的论文和报告。这本专著特别分析了自20世纪50年代非殖民化以来，哪些主导的参考话语塑造和改变了教科书。同时重构相应的后殖民记忆政治谱系。这些参考话语涉及西方文明危机、现代化、共和一体化、后殖民记忆政治等问题，对所研究时期的教科书产生了重大影响。调查将集中在这里不同的史学，知识，社会科学，政治和教学的陈述，影响和因素，这些都支持和改变了教科书，从话语分析的角度来看，作为一种媒介。这包括在教科书研究中对具体的，特别是最近的殖民主义，非殖民化及其在法国的后果的史学和纪念主义趋势进行评估和宗谱反思。总体而言，通过这种方式，重建了教科书作为后殖民条件下存在历史档案的历史变迁、功能和地位。与此同时，研究还涉及到一个问题，即在多大程度上存在着根本性的政治-认识论危机。

This project analyses the conflictual French memory politics of decolonisation with regard to the question how "real" historical conflicts have become a conflict of interpretation - the guerre des mémoires. The research is based on history and civics textbooks since the 1960s because these textbooks can be seen as national autobiographies which form a socially relevant and officially sanctioned archive of historical knowledge. In these media historical ruptures, changes, and conflicts are defined, designed, covered or dramatised. The aim of this project is to analyse diachronically the representations of colonialism, decolonisation, and postcolonial migration in textbooks. By means of a specific genre, this project offers an innovative contribution to the international debate on memory politics, which has become a prominent research field.In the second phase of the project a monograph entitled "Textbook Knowledge (in) the condition postcoloniale? The Event of Decolonisation, Conflicts in Postcolonial Memory Politics and Crises of Representation in France since the 1950s" will be published. To this end the project will elaborate on the research results of the first phase of the project and on initial essays and presentations. The monograph analyses in particular which dominant reference discourses have shaped and changed the textbooks since the decolonisation of the 1950s. At the same time it reconstructs the corresponding genealogy of postcolonial memory politics. These reference discourses, which considerably influenced the textbooks in the researched period, concern the crisis of western civilisation, modernisation, republican integration, and postcolonial memory politics. The investigation will focus here on the different historiographical, intellectual, social-scientific, political and pedagogical statements, influences and factors which have underpinned and changed textbooks, as a medium, from a discourse analytical perspective. This includes an appraisal of and a genealogical reflection on specific, and in particular recent historiographical and memorialist trends of colonialism, decolonisation and their consequences in France within textbook research.Overall in this manner, the historical change, function and status of textbooks as an archive of a history of the presence in the condition postcoloniale are reconstructed. At the same time, the research deals with the question to what extent there is a fundamental political-epistemological crisis of representation at stake here.