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

这个项目分析了冲突的法国记忆政治的非殖民化方面的问题如何“真实的”的历史冲突已经成为一个冲突的解释-战争的回忆录。这项研究是基于1960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，形成了社会相关和官方认可的历史知识档案。在这些媒体中，历史的断裂、变化和冲突被定义、设计、覆盖或戏剧化。本项目的目的是从历时的角度分析教科书中殖民主义、非殖民化和后殖民移民的表现。通过一个特定的体裁，该项目提供了一个创新的贡献，国际辩论的记忆政治，这已成为一个突出的研究领域。《1950年代以来法国的非殖民化事件、后殖民记忆政治中的冲突和代表危机》将出版。为此，该项目将阐述该项目第一阶段的研究成果以及最初的论文和介绍。该专着特别分析了自20世纪50年代非殖民化以来，哪些占主导地位的参考话语塑造和改变了教科书。同时也重构了后殖民记忆政治的相应谱系。这些参考语篇涉及西方文明危机、现代化、共和一体化和后殖民记忆政治，对研究期间的教科书产生了很大影响。调查将集中在这里的不同的史学，知识，社会科学，政治和教育的声明，影响和因素，支持和改变教科书，作为一种媒介，从话语分析的角度。这包括一个具体的评价和系谱反思，特别是最近的史学和纪念主义的殖民主义，非殖民化及其在法国教科书研究的后果。总体上，以这种方式，教科书的历史变化，功能和地位，作为档案的历史存在的条件下postcoloniale重建。与此同时，研究涉及的问题在多大程度上有一个根本的政治认识论危机的代表性在这里的利害关系。

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.