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Kinderliteratur als Medium für interkulturelles Lernen am Beispiel von Uticha Marmons "Mein Freund Salim" und Peter Härtlings "Djadi, Flüchtlingsjunge"

We live in a culturally pluralistic society whose level of development is also measured by the degree of intercultural openness. Scientists agree that children should be enabled to be “intercultural speakers” and that literature can support intercultural learning. The article examines the potential that literature didactics ascribes to the use of German children's literature on the topics of cultural diversity, tolerance of ambiguity, appreciation of otherness, etc. to promote intercultural competence. Based on current cultural studies approaches to subject areas that are attracting increasing attention today, Uticha Marmon's Mein Freund Salim (2015) and Peter Härtling's Djadi, Flüchtlingsjunge (2016) are examined with regard to their potential for intercultural literature lessons. The following questions guide the research: How can the necessity of intercultural education be justified today and what purposes does intercultural learning serve? How can cultural differences be addressed with the help of literary works in literature lessons and to what extent do the two selected prose texts serve to develop intercultural skills in school lessons?

Kinderliteratur ; interkulturelles Lernen ; Uticha Marmon ; Peter Härtling

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