标题：EXPLORING NEW BORDERLANDS: TRANSCULTURAL LEARNING IN GERMAN GEOGRAPHY TEXTBOOKS – INTRODUCING A NEW APPROACH TO TEACHING THE GEOGRAPHY OF THE US-MEXICAN BORDER
摘要：While intercultural learning has gradually forced its way into German geographylessons, truly transnational and transcultural approaches that go beyond the veryidea of the national paradigm are still widely ignored in German school geography. Inan increasingly globalised world with both goods and people constantly on the move,national boundaries have, however, evolved into new hybrid transcultural contactzones of great heterogeneity. Correspondingly geography teachers, curriculumdevelopers and textbook authors are now faced with the challenge of opening upschool geography not only to previously neglected transnational/transculturalagendas but to indeed start teaching the spatial categories out of which the veryideas have originated. Within this understanding of transculturality, the US-Mexicanborder serves as a cutting edge example as one of the world’s most distinctiveborderlands in the contact zone between the so-called “first” and “third” world. It istherefore the example of this hybrid in-between space that this article is going to askhow and to what extent transcultural approaches can be successfully implemented inGerman secondary geography teaching. By means of a comparative analysis ofGerman geography curricula and textbooks, I would like to not only point out bothopportunities seized and missed, but ultimately try to provide for an outlook of howboth transcultural ideas and localities can be fruitfully used for a contemporaryclassroom that dedicates itself to global education and the teaching of global issues
