"Pruzzenland" as a Region of Broken Memories. Reconstruction and Representation of European Historical Space in Germany, Poland, Lithuania and Russia since 1900

该项目以普鲁岑兰为重点，重点关注一个以不同文化传统及其邻国相互竞争的政治和民族主张为特点的东北欧地区。第一阶段资助的主要目标是对研究中的四个国家（德国、波兰、立陶宛和俄罗斯）的教科书中的记忆文化和身份建构进行国际比较分析。在这些研究结果的基础上，工作开始在一个概念设计传达的变量和高度冲突的历史，在课堂上的欧洲地区，超越国家确定的记忆文化。第一阶段的主要成果是目前正在编写的一本专著。该专着批判性地反映了记忆研究，区域历史和/或区域教育，以及在开发内容相关的主题，捕捉该地区的历史超越民族，国家和种族的解释类别，目前的理论趋势，从而将提供一个初步的动力，在对话形式的欧洲历史工作。在第二个供资期间，将通过在考虑理论、方法、学术和教学方面后选择的来源，在德国、波兰、立陶宛和俄罗斯的教室中使用，推动力将达到稳定的比例。这一传输产品将以多语种数字版的形式提供，为远远超出上述四个国家边界的国际用户提供机会。正是在这个意义上，该项目开辟了新的教学领域：仍然相当缺乏跨国界的学习材料，并提到一个共同的欧洲地区。因此，计划中的数字版将为欧洲大部分地区目前正在进行的关于如何使历史教学非国家化并提供跨国视角的辩论做出建设性贡献。与此同时，通过其区域，国家和跨国视角的交织，其共时和历时方法的结合，以及其协作，跨界开发和可用性，该项目还涉及数字人文领域的最新发展，这些发展在过去几年中迅速在人文和文化研究中获得了重要性。虽然教科书等传统媒体只能以连续的方式揭示不同的观点，但数字版提供了一种实现多视角的独特方法。为了鼓励学生发展多元化的历史形象，多媒体形式将允许用户适当地可视化记忆和空间视角的复杂网格，以区分Pruzzenland的历史区域。

With its focus on Pruzzenland, this project concentrates on a North-East European region marked by diverse cultural traditions and by rival political and national claims of its neighbours. The primary objective of the first phase of funding was an international comparative analysis of memory cultures and identity constructions in the medium of the textbook for the four countries in the study: Germany, Poland, Lithuania and Russia. On the basis of these findings, work was begun on a conceptual design for conveying the variable and highly conflictual history of a European region in the classroom, moving beyond the nationally determined memory cultures. The principal product of this first phase was a monograph, currently being written. The monograph reflects critically on current theoretical trends within memory research, regional history and/or regional education, as well as within developing content-related topoi that capture the history of the region beyond the interpretative categories of the nation, the state, and ethnicity, and will thus provide an initial impetus for work on European history in dialogical form. The impetus will take on solid proportions during the second funding period via a selection of sources, selected after consideration of theoretical, methodological, scholarly and didactic aspects, for use in the classrooms of Germany, Poland, Lithuania and Russia. This transfer product will be available as a multilingual digital edition, opening up opportunities for its users on an international level well beyond the boundaries of the four countries mentioned above. It is in this sense that the project breaks new didactic ground: there is still a considerable lack of learning material that crosses boundaries and refers to a shared European region. The planned digital edition will thus make a constructive contribution to the debate currently underway across much of Europe as to how history instruction can be de-nationalised and provide access to transnational perspectives. At the same time, with its interlacing of regional, national and transnational perspectives, its combination of synchronic and diachronic approaches, and its collaborative, cross-boundary development and usability, this project also addresses the latest developments within digital humanities, which have rapidly gained in importance in the humanities and cultural studies over the past few years. While a traditional medium such as the textbook can only unveil different perspectives in a successive manner, a digital edition provides a unique approach towards multiple perspectives. With the objective of encouraging pupils to develop pluralised images of history, the multimedia form will allow the user to visualise appropriately the complex mesh of memories and spatial perspectives that distinguish the historical region of Pruzzenland.