"... like the children in the Third World" Postcolonial and race-critical questions on the realization of a perspective change in the textbook

Abstract

The didactics of changing perspectives has recently gained a high relevance for the didactics of religion, especially in the context of religious plurality. With reference to postcolonial theories, it is important to identify racist representations in teaching materials and to examine the use of didactic ideas with regard to (post)colonial power effects and the production of knowledge that stabilizes domination. With this intention, this article examines how didactic principles in the global justice discourse are realized in textbooks. With regard to a discourse-analytical and racism-critical approach we exemplarily analyze the didactics of the change of perspective. In doing so, it can be shown that didactic strategies or their concrete implementation, which does not always conform to theory, either produce or solidify colonial relations of domination.