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

这个项目分析了法国非殖民化的矛盾记忆政治，关于“真实的”历史冲突如何变成了一种解释冲突的问题--这是一种解释冲突。这项研究基于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批准的历史知识档案。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。这个项目的目的是历时地分析教科书中关于殖民主义、去殖民主义和后殖民移民的表现。通过一种特定的体裁，该项目为关于记忆政治的国际辩论提供了创新的贡献，记忆政治已成为一个重要的研究领域。在该项目的第二阶段，将出版一本题为《后殖民主义条件下的教科书知识？非殖民主义事件、后殖民记忆政治中的冲突和自20世纪50年代以来法国的代表权危机》的专著。为此，该项目将详细说明该项目第一阶段的研究结果以及最初的论文和专题介绍。这本专著特别分析了自20世纪50年代去殖民化以来，哪些主导参考话语塑造和改变了教科书。同时，也重构了相应的后殖民记忆政治谱系。这些参考话语在很大程度上影响了研究时期的教科书，涉及西方文明危机、现代化、共和党一体化和后殖民记忆政治。本研究将从话语分析的角度，集中于不同的史学、知识分子、社会科学、政治学和教育学的陈述、影响和因素，这些陈述、影响和因素支撑和改变了作为媒介的教科书。这包括对教科书研究中具体的，特别是最近的历史学和纪念主义在法国的殖民主义、非殖民主义及其后果的评价和谱系反思。通过这种方式，教科书作为后殖民主义条件下存在的历史的档案的历史变化、功能和地位被重建。与此同时，这项研究涉及到这样一个问题，即在多大程度上存在一场根本性的政治-认识论的代表权危机。

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.