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Copyright of Soziologische Revue is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The book "How Goethe Became Japanese" by Stefan Keppler-Tasaki examines the cultural appropriation of Goethe in Japan. The study shows that Goethe plays a significant role in Japan's cultural self-understanding. The book covers various topics such as the reception of Goethe in Japanese German studies, his influences on the discourse of suicide and popular culture, as well as his connection to Buddhism. Other German-speaking authors such as Gottfried Benn and Thomas Mann are also discussed. The book provides insight into German-Japanese relations and the reception of Goethe in Japan. [Extracted from the article]

The anthology "unterricht_kultur_theorie: Cultural Learning in Foreign Language Teaching: Thinking Differently Together" is the result of a conference that took place in Göttingen in July 2019. The editors criticize the previous teaching of regional studies and argue for understanding cultures as being produced by people through linguistic action. The conference aimed to develop a theoretically and empirically grounded cultural didactic teaching model and to facilitate a dialogue between conceptual research, empirical research, and instructional practice. The anthology contains contributions on various topics of cultural learning in foreign language teaching, such as global learning, political engagement, and language mediation. Various aspects of the topic are addressed, including learner discourse participation, everyday racism in English teaching, cultural learning with graphic novels, and the role of teachers in initiating and accompanying cultural learning processes. The anthology offers theoretical considerations, contributions to instructional practice, and empirical research. It emphasizes that cultural learning can be designed differently in various contexts and that the concept of intercultural learning should be reconsidered. [Extracted from the article]

This essay reviews Ran Hirschl's City, State: Constitutionalism and the Megacity, a study of 'the great constitutional silence concerning one of the most significant phenomena of our time: urban agglomeration and the rise of megacities' and which maintains that the solution to contemporary urban problems crucially depends on a 'constitutional emancipation' of the city. The essay argues that Hirschl is unable to deliver on his major claim. Launching his thesis on a skewed account of the development of the political role of the city, a one-sided presentation of the constitutional order of the modern state, and a failure to appreciate the impact of urbanization on the city's standing as a unit of government, Hirschl ignores the work of public lawyers on the challenges of metropolitan government and argues, unconvincingly, that these challenges can be resolved once we turn to the abstractions of constitutional theory. [ABSTRACT FROM AUTHOR]

Copyright of Soziologische Revue is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)