Gaining insights from the outside : diaspora short stories in the EFL classroom / von Maike Jolmes ; Erstbetreuer: Prof. Dr. Peter Hohwiller, Zweitbetreuer: Prof. Dr. Thorsten Merse. Paderborn, 2026
Inhalt
- Acknowledgements
- List of Abbreviations
- 1 Introduction
- 2 Cultures and Cultural Learning in the EFL Classroom
- 2.1 Introduction to the Theoretical Framework
- 2.2 Curricular Background
- 2.3 Cultures and the Role of English in EFL Contexts
- 2.4 From Facts to the Global Picture: Cultures in the EFL Classroom
- 2.5 From Landeskunde to the Intercultural Approach
- 2.6 Inter- and Transcultural Approaches
- 2.7 Cultural Learning
- 2.8 Fostering Cultural Learning in Class
- 2.9 Cultural Learning with Literature
- 2.9.1 The Educational Value of the Short Story
- 2.9.2 Perspectives and Relatability
- 2.9.3 Approaching the ‘Other’ Through Literature
- 2.10 Conclusion
- 3 Diaspora: Definitions, Developments and Key Concepts
- 3.1 Definition
- 3.2 Classification of Diasporas
- 3.3 Central Features of Diaspora
- 3.4 Afropolitanism and Self-Representation
- 3.5 The African and Nigerian Diaspora in Context
- 3.6 Nigerian Diaspora Literature
- 3.7 Nigerian Diaspora Literature in the EFL Context
- 3.8 Determining the Characteristics of Nigerian Diaspora Literature
- 3.8.1 Movement: Leaving and Returning
- 3.8.2 Motivation
- 3.8.3 Understanding of Home
- 3.8.4 Cultural Nostalgia
- 3.8.5 Generational Disparities
- 3.8.6 Discrimination
- 3.8.7 Identity and Sense of Belonging
- 3.9 Conclusion
- 4 Literary Corpus: Selected Short Stories
- 4.1 Compilation of the Corpus
- 4.2 Selected Stories and Their Authors
- 4.2.1 Chimamanda Ngozi Adichie
- 4.2.2 Sefi Atta
- 4.2.3 E.C. Osondu
- 4.2.4 Molara Wood
- 4.2.5 Soji Cole
- 4.2.6 Chinelo Okparanta
- 4.2.7 Melatu Uche Okorie
- 4.2.8 Lesley Nneka Arimah
- 4.3 Reasons for this Corpus
- 4.4 Application of Characteristics
- 5 Case Study
- 5.1 Methodology
- 5.2 Evaluation Method
- 5.3 Research Questions
- 5.4 Interview Analysis
- 5.4.1 Theme 1: Relevance and challenges: teachers’ perspectives on teaching reality, skepticism, relevance to students’ everyday life
- 5.4.2 Theme 2: Between foreignness and insight: students’ engagement with the concept of diaspora, prior knowledge, stereotypes, insight processes
- 5.4.3 Theme 3: Home, belonging, and the self in the other: reflections on cultural identity and social location
- 5.4.4 Theme 4: Migration, mobility, and global realities: coming to terms with displacement, return, and diasporic existences
- 5.4.5 Theme 5: Emotional resonance and perspective-taking: empathy and emotional approaches to the texts
- 5.5 Conclusion
- 6 Discussion of the educational potential of diaspora short stories
- 6.1 Literature for Cultural Learning and Multiperspectivity
- 6.2 Stereotypes and Power Structures
- 6.3 Migration, Identity and Belonging: Tangible Complexity
- 6.4 Empathy, Perspective Awareness, and Emotional Engagement
- 6.5 Challenges and Opportunities for the EFL Classroom
- 6.6 The Significance of Characteristics in the Study of Diaspora Literature
- 6.7 Concluding Remarks
- 7 Final Conclusion
- 8 Bibliography
- 9 Appendix