"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Pruzzenland为重点，集中在欧洲东北部地区，以不同的文化传统和邻国的敌对政治和国家主张为标志。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）的教科书媒介中的记忆文化和身份建构进行国际比较分析。在这些发现的基础上，开始进行概念性设计，以在课堂上传达欧洲地区的可变和高度冲突的历史，超越国家决定的记忆文化。第一阶段的主要成果是一部专著，目前正在撰写中。该专著批判性地反映了记忆研究、区域历史和/或区域教育中的当前理论趋势，以及在开发内容相关的主题中，这些主题捕捉了超越民族、国家和种族解释类别的区域历史，从而将为对话形式的欧洲历史工作提供初步推动力。在第二个供资期间，将通过在考虑了理论、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，推动取得坚实的比例。这一转让产品将以多语文数字版本提供，在国际一级为其用户开辟机会，远远超出上述四个国家的边界。从这个意义上说，该项目开辟了新的教学领域：仍然相当缺乏跨越边界的学习材料，并涉及共同的欧洲地区。因此，计划中的数字版将为目前在欧洲大部分地区进行的关于历史教学如何去国家化和提供跨国视角的辩论做出建设性贡献。同时，该项目结合了区域、国家和跨国视角，结合了共时性和历时性的方法，以及协作性、跨界性和可用性，研究了近年来在人文和文化研究中迅速崛起的数字人文学科的最新发展。像教科书这样的传统媒介只能以连续的方式揭示不同的视角，而数字版本提供了一种独特的方式来实现多种视角。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复杂的记忆网格和空间视角，以区分普鲁森兰的历史区域。

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.