Patrick Mielke rejoined the Georg Eckert Institute in September 2018 as a researcher in the project Supporting Educators in their Work with Young Refugees. He is responsible for carrying out ethnographic research in Healing Classrooms workshops organised by the International Rescue Committee. These workshops train teaching staff how to provide learning conditions that facilitate the attainment of a German school leaving certificate and enable full participation in society.
Patrick Mielke worked as a researcher at the Georg Eckert Institute from March 2013 until July 2016; in the project Memory Practices: Enacting and Contesting the Curriculum in Contemporary Classrooms . As part of this project he conducted two years’ field research at a rural grammar school and observed the history lessons of a year 9/10 class. During 2017 and 2018 he was a graduate fellow at the Graduate School of Humanities, Göttingen. He studied ethnology and political science at the Georg August University in Göttingen and is studying for his PhD at the Institute for cultural anthropology / European ethnology at the Georg August University in Göttingen under the guidance of Professor Regina Bendix.
The working title of his PhD is ‘Negotiations on societal imaginings in history lessons. An ethnographic discourse analysis’ (Zur Aushandlung gesellschaftlicher Imaginationen im Geschichtsunterricht. Eine ethnographische Diskursanalyse), in which, taking a critical race discourse approach, he examines what contribution history lessons could and should make to a ‘post-migration’ society. Unexpected incidents or ‘rich points’ (Agar 1994) are central to his research. These points make fractures, contradictions ambivalences and unintended or unconscious reproductions visible. In his work he combines the practice theory deliberations of Pierre Bourdieu, Judith Butler, Michel Foucault und Charles Taylor and an understanding of discourse as constitutive for social reality with an analysis of the data obtained through two years of ethnographic observations in grammar school history classes.
Memory Practices and Colonial Discourse: On Text Trajectories and Lines of Flight in: Critical Discourse Studies 14/4 (2017), (With Felicitas Macgilchrist, Johanna Ahlrichs, Roman Richtera), p. 341-61.
Memory Practices in the Classroom. On Reproducing, Destabilizing and Interrupting Majority Memories. JEMMS 7/2 (2015), (with Johanna Ahlrichs et al), p. 89-109.
Memory Practices and Colonial Discourse: Tracing Text Trajectories and Lines of Flight. Talk at the international conference: ‘The politics of memory practices. Making the past present in contemporary education’. Georg Eckert Institute, Braunschweig 02/2016
Applied History – Cultural Anthropological Perspectives on History Education and Memory: Imperialism and European Colonialism. Talk at the Graduate School of Education, University of Bristol 01/2016