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"Walled prison, Walled Garden - or both"? : = The GDR and Images of Education : Film Media's relationship to history and memory of the German Democratic Republic in the post-Wende Period = Die DDR und Bilder von Bildung: Film Medien Beziehung zur Geschichte und Erinnerung.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	"Walled prison, Walled Garden - or both"? :/
其他題名:	The GDR and Images of Education : Film Media's relationship to history and memory of the German Democratic Republic in the post-Wende Period = Die DDR und Bilder von Bildung: Film Medien Beziehung zur Geschichte und Erinnerung.
其他題名:	DDR und Bilder von Bildung :
作者:	McDonald, Gregory James.
面頁冊數:	1 online resource (132 pages)
附註:	Source: Masters Abstracts International, Volume: 56-03.
Contained By:	Masters Abstracts International56-03(E).
標題:	Education history. -
電子資源:	click for full text (PQDT)
ISBN:	9781369498639

"Walled prison, Walled Garden - or both"? : = The GDR and Images of Education : Film Media's relationship to history and memory of the German Democratic Republic in the post-Wende Period = Die DDR und Bilder von Bildung: Film Medien Beziehung zur Geschichte und Erinnerung.
McDonald, Gregory James.

"Walled prison, Walled Garden - or both"? :The GDR and Images of Education : Film Media's relationship to history and memory of the German Democratic Republic in the post-Wende Period = Die DDR und Bilder von Bildung: Film Medien Beziehung zur Geschichte und Erinnerung.DDR und Bilder von Bildung :Film Medien Beziehung zur Geschichte und Erinnerung - 1 online resource (132 pages)

Source: Masters Abstracts International, Volume: 56-03.

Thesis (M.A.)--University of Toronto (Canada), 2016.

Includes bibliographical references

This paper first examines the broad context of German historiography, then moves on to specific recollections of educational life in the GDR. The paper then attempts to link issues of education in the German Democratic Republic to larger forces of media, history and memory, arguing that both film makers and historians have viewed the nature of repression in German Democratic Republic in the post-unification period in several limited ways. The latter part of the paper examines the several films of the post-unification period, linking them to changes in the historiographical perceptions in GDR history, offering a model which suggests that while the German Democratic Republic was oppressive, it was also a nation where "normal life" was possible, that the whole GDR was as a metaphor, a kind of dysfunctional, educative state. It concludes with a caution for educators in their use of film as history.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369498639Subjects--Topical Terms:

1179887
Education history.
Index Terms--Genre/Form:

554714
Electronic books.

"Walled prison, Walled Garden - or both"? : = The GDR and Images of Education : Film Media's relationship to history and memory of the German Democratic Republic in the post-Wende Period = Die DDR und Bilder von Bildung: Film Medien Beziehung zur Geschichte und Erinnerung.
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500 $a Includes supplementary digital materials.
500 $a Advisers: David Levine; Herschel Troper.
502 $a Thesis (M.A.)--University of Toronto (Canada), 2016.
504 $a Includes bibliographical references
520 $a This paper first examines the broad context of German historiography, then moves on to specific recollections of educational life in the GDR. The paper then attempts to link issues of education in the German Democratic Republic to larger forces of media, history and memory, arguing that both film makers and historians have viewed the nature of repression in German Democratic Republic in the post-unification period in several limited ways. The latter part of the paper examines the several films of the post-unification period, linking them to changes in the historiographical perceptions in GDR history, offering a model which suggests that while the German Democratic Republic was oppressive, it was also a nation where "normal life" was possible, that the whole GDR was as a metaphor, a kind of dysfunctional, educative state. It concludes with a caution for educators in their use of film as history.
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