Abstract: There is very little research on German colonial geography in general, and the boom in this subdiscipline during the National Socialist period has not received any scholarly attention so far. Against that backdrop, this paper aims to contribute: a) to a finer-grained picture of colonial, racial-Völkish thinking – and its application – in German geography during the National Socialist period and b) to our understanding of the continuities and ruptures in German geographical scholarship after WWII. To that end, I focus on the biography of Oskar Schmieder (1891–1980). Two interrelated aspects of Schmieder’s writings will guide the analysis: first, his conceptualization of race, Volk, and soil regarding (Germans in) South America and, secondly, the political colonial project that he pursued for Nazi Germany. Studying Oskar Schmieder shows that German geographers not only stood up for the re-establishment of a German colonial empire during the National Socialist period, but also fought for its Fascist orientation – which, at least for Schmieder, was to differ from the German colonial pre-1914 empire. Being primarily known as a representative of Länderkunde, Schmieder’s institutionally and conceptually influential career after 1945 can be seen as a prime example of the continuities within the discipline in Germany.




Description: This book is the first of its kind to showcase a range of fresh and expert perspectives on decolonising history education in Australia. The research-informed chapters by First Nations and non-Indigenous educators and scholars provide guidance on applying practical strategies for decolonising learning and teaching, and moving beyond the ‘history wars’. History has long been the most contentious area of education in Australia. This book tackles the narrow and overtly politicised ‘history wars’ debates and foregrounds the need to re-examine impacts of settler-colonialism on Australia’s history. First-hand knowledge and much-needed teaching practices are presented, demonstrating how decolonisation can be put into action through Australian history education. The chapters present a range of perspectives from the early years right through to higher education settings and argues that there is an increased need for greater awareness, appreciation, and willingness to explore and engage with multiple narratives of truth-telling that are so often contested. Readers are guided to discover how this translates to classroom practice through unique, provocative, and research-informed strategies that foreground applied decolonising approaches. Combining theoretical perspectives and practical ideas, this book is an essential resource to support pre- and in-service teachers, in all education contexts, in navigating the decolonisation of Australian history education. This makes it an important contribution to local, as well as global, decolonising efforts.