„Ja, aber ist das eine Aufgabe des Deutschunterrichts?“

Antisemitismuskritische Bildung im Deutschunterricht und in der Deutschdidaktik

Abstract

The article examines the role of antisemitism-critical education in German language teaching and German didactics. Based on group discussions, interviews, and empirical studies, it analyzes how antisemitism is addressed in everyday school contexts. A tension emerges between an awareness of the issue and uncertainties in dealing with controversial topics. Some teachers view German language classes as a suitable space for addressing antisemitism, while others delegate the responsibility to subjects like history. Social media amplify antisemitic narratives, posing additional challenges for educators.

These findings are embedded in a historical and theoretical analysis of German didactics. Approaches such as Holocaust education, postcolonial perspectives, and intersectional methods highlight the potential of a “democracy-building German didactics,” which integrates linguistic, aesthetic, media, and political dimensions to foster reflection and critical engagement. The article concludes with a call to permanently anchor antisemitism-critical education in German didactics and to consciously embrace the political responsibility inherent in this task.