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"Walled prison, Walled Garden - or b...

McDonald, Gregory James.

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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.

Record Type:	Electronic resources : Monograph/item
Title/Author:	"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 =/
Reminder of title:	Die DDR und Bilder von Bildung: Film Medien Beziehung zur Geschichte und Erinnerung.
Author:	McDonald, Gregory James.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	132 p.
Notes:	Source: Masters Abstracts International, Volume: 56-03.
Contained By:	Masters Abstracts International56-03(E).
Subject:	Education history. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10194620
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. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 132 p.

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

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

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.

ISBN: 9781369498639Subjects--Topical Terms:

3171959
Education history.

"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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245 1 0 $a "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 = $b Die DDR und Bilder von Bildung: Film Medien Beziehung zur Geschichte und Erinnerung.
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300 $a 132 p.
500 $a Source: Masters Abstracts International, Volume: 56-03.
500 $a Includes supplementary digital materials.
500 $a Advisers: David Levine; Herschel Troper.
502 $a Thesis (M.A.)--University of Toronto (Canada), 2016.
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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