The German Historical Institute Washington (Simone Lässig) organized, in collaboration with the Central European History Society (Karen Hagemann), a four-panel series with the title “Crossing Boundaries: Rewriting Nineteenth-Century Central European History” for the Annual Meeting of the American Historical Association in Washington DC from January 4th-7th, 2018. The panel series aimed at exploring the current state and the future of the historiography on nineteenth-century Central European history in an age of transdisciplinary, transnational, and global research.
Her paper with the title “Entangling Jews and Germans: The Early 19th Century Revisited” focused on early nineteenth-century Jewish history and its role as an analytical lens for and as an integral part of Central European History. The paper concluded with three central dimensions of the “Jewish Sattelzeit” that could be of interest to historians for future research.
Kerstin von der Krone organized a panel session on Jewish Thought in Social Context for the upcoming Annual Conference of the Association for Jewish Studies that will take place from December 17–19, 2017 in Washington DC.
The session will feature presentations by Alexandra Zirkle, a fellow at the Leibniz Institute for European History in Mainz (Germany), Yaniv Feller, Assistant Professor at Wesleyan University and Kerstin herself. Abigail Gillman, Boston University will serve as chair.
Further information on the panel session can be found here
CALL FOR PAPERS
International Conference at the German Historical Institute, Washington DC, October 8–10, 2018
Conveners: Simone Lässig (German Historical Institute, Washington DC), Zohar Shavit (Tel Aviv University), Kerstin von der Krone (German Historical Institute, Washington DC)
Deadline: November 15, 2017
Everyday language posits a dichotomy between the traditional and the new, but as Eric Hobsbawm and Terence Ranger taught us, ostensible traditions can be modern responses to new challenges. We have to be careful about easy dichotomies that assume the apparently old is really that. Educational, religious, and other cultural practices that appear to merely manifest the old can very well represent innovative adaptations of the traditional in response to new social, cultural, political, and economic challenges. This is the premise of the German–Israeli research project “Innovation through Tradition? Jewish Educational Media and Cultural Transformation in the Face of Modernity.”
Adopting the perspective of this DFG-funded project, our conference starts from the assumption that the history of Ashkenazi Jewry in German-speaking Europe during the 18th and 19th centuries can offer not only new insights into Jewish history but also an exciting point of departure for more general questions about the resilience and coping strategies that groups develop when confronted with deep-reaching, sometimes existence-threatening social change in an increasingly complex world. The conference asks how members of a distinctive socio-cultural system—characterized by a particular set of linguistic practices, cultural meanings, religious practices, and knowledge orders—transformed that system. Further, it seeks to understand how members of this system communicated and translated major changes, how they made them socially relevant and acceptable.
Exploring these questions on the basis of a variety of sources and perspectives, we are particularly interested in processes of cultural translation and knowledge production. Although Jewish history is the point of departure in our research, this conference aims at a broader perspective and will focus on entanglements and comparisons of Jewish and other responses to modernity. Thus, we encourage proposals for papers that address the full sweep of the modern religio-cultural landscape—especially in the German-speaking territories—and that offer conference participants a chance to relate Jewish historical experiences to broader aspects of cultural transfer and translation. We are particularly interested in contributions that discuss the interdependencies of education and religion and their impact on prevalent systems of knowledge and practices of knowledge production.