TU Dortmund
Department of Philosophy and Political Science
This article deals with the conception of ethnopluralism within the European new right movement Identitäre Bewegung and aims at a critique of its problematic implications. While the identitarian activists pretend neither to be racist nor... more
This article deals with the conception of ethnopluralism within the European new right movement Identitäre Bewegung and aims at a critique of its problematic implications. While the identitarian activists pretend neither to be racist nor anti-semitic, the article tries to show, that antisemitism is a constitutive element of the ideology of ethnopluralism that strives for a biologization and ethnization of political communities as well as at a political order based on antidemocratic and exclusionary practice. In this case, the fundamental theoretical aspects of ethnopluralism and its immanent antisemitism in the works of Schmitt, Heidegger, Benoist and Faye will be discussed with the goal of focusing onto the identitarian use of ethnopluralism and the ongoing reproduction of anti-semitic stereotypes.
- by Stefan Vennmann
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The implementation of gender mainstreaming principles in the educational curriculum of the German Federal state Baden-Württemberg has caused protests that have gained significant attention in media. Using discourse analysis this article... more
The implementation of gender mainstreaming principles in the educational curriculum of the German Federal state Baden-Württemberg has caused protests that have gained significant attention in media. Using discourse analysis this article investigates how the media discourse of opponents constructs risks and dangers of gender mainstreaming. It will be shown that opponents perceive gender mainstreaming as a governmental hidden agenda aimed at destroying the heterosexual families by questioning the assumed “natural order” of hetero-normativity and patriarchy as the ruling ideology in public schools. Implying that harmful knowledge about Lesbian, Gay, Bisexual, Transsexual, Transgender, Intersex, Queer (LGBTTIQ) ways of life would disturb the binary gender identity of pupils and sexualize them prematurely, gender mainstreaming is understood as the core mechanism to accomplish this hidden agenda implemented through the disciplinary power of schools. Referring to biological and religious arguments the opponents’ discourse is based on sexualizing non-heteronormative life by intermingling categories of gender and sexuality. Therefore, our findings imply that in order to support gender mainstreaming in society a greater public awareness for the difference between gender and sexuality is needed, so that bias of defining LGBTTIQ life through sexual practices becomes obvious to the audience of this discourse.
The implementation of gender mainstreaming principles in the educational curriculum of the German Federal state Baden-Württemberg has caused protests that have gained significant attention in media. Using discourse analysis this article... more
The implementation of gender mainstreaming principles in the educational curriculum of the German Federal state Baden-Württemberg has caused protests that have gained significant attention in media. Using discourse analysis this article investigates how the media discourse of opponents constructs risks and dangers of gender mainstreaming. It will be shown that opponents perceive gender mainstreaming as a governmental hidden agenda aimed at destroying the heterosexual families by questioning the assumed “natural order” of hetero-normativity and patriarchy as the ruling ideology in public schools. Implying that harmful knowledge about Lesbian, Gay, Bisexual, Transsexual, Transgender, Intersex, Queer (LGBTTIQ) ways of life would disturb the binary gender identity of pupils and sexualize them prematurely, gender mainstreaming is understood as the core mechanism to accomplish this hidden agenda implemented through the disciplinary power of schools. Referring to biological and religious arguments the opponents’ discourse is based on sexualizing non-heteronormative life by intermingling categories of gender and sexuality. Therefore, our findings imply that in order to support gender mainstreaming in society a greater public awareness for the difference between gender and sexuality is needed, so that bias of defining LGBTTIQ life through sexual practices becomes obvious to the audience of this discourse.
The publication demonstrates chances of using demciraties and participaiton theories in citizenship educaiotn with refugee learners
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