Selbstverständnis in der Entwicklung des Fremdverstehens. Vorschlag für einen fächerübergreifenden Ansatz im Unterricht

This contribution is prompted by the intention to reflect again on the current meaning of ‘intercultural learning’. What is the contemporary meaning of the term ‘interculturality’ that informs research and teaching? Does the discourse on interculturality in the classroom still have a relationship with the philosophical discourse on otherness? The concept of ‘Fremdverstehen’ has represented a fundamental core for Germanistics since the 1990s, serving as a lens through which to reflect on the identity shifts of a Europe that was to become increasingly multicultural in character. It is therefore essential that this debate be resumed, with a view to identifying potential avenues for research and teaching. This will enable us to continue a discourse that is central to our work, but which, in the context of the constant emergencies of the present day, risks being lost in the void.