Decolonizing the Curriculum

Global German Studies require a reassessment of the global histories, narratives, and injustices that continue to be underrepresented in the classroom as well as a critical reflection of how we define “German.” This article investigates the crucial role of decolonization in the reenvisioning of the discipline. Decolonization is understood as an intentional decentering of dominant voices, an interrogation of whiteness, and a move toward pedagogies incorporating Indigenous epistemologies and social justice practices. The article highlights opportunities for creating a global and decolonized curriculum, which can be implemented across all levels in German language classes, including German Studies courses taught in English. Examples demonstrate how such an approach decenters normative hierarchies that privilege whiteness, the cisgendered, hetero, abled, etc. and simultaneously reframe particular local histories while interrogating global colonizing processes and oppression.