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Die große Bedeutung des Pflegens und Reparierens in der Automobilkultur der DDR hatte Rahmenbedingungen wie etwa Versorgungs- und geplante Infrastrukturmängel, Eigenarbeit im Sozialismus und spezifische Fahrzeugeigenschaften. Selbermachen wird aber auch als möglicherweise universellere, nicht systemspezifische Form der Automobilnutzung und der Mensch-Technik-Beziehung interpretiert, wobei die Kontexte von Nutzerqualifikationen, Freizeitverhalten, Bildung, skills und deren Prestige eine Rolle spielen. Im Rahmen der automobilgeschichtlichen Periodisierung wird Eigenarbeit als Möglichkeit sloanistischer Modifikation fordistischer Einheitsfahrzeuge durch Nutzer gesehen, wobei technische Kreativität ‚von unten‘ zum Tragen kam.
Das im Jahre 1980 entstandene rumänische Brettspiel Bunul Gospodar, oder zu Deutsch „Der gute Wirtschafter“, kann als sozialistischer „Bruder“ eines zutiefst kapitalistischen Brettspiels gesehen werden. Ein einziger Blick auf die Aufmachung verrät, dass es sich um einen Klon des bereits 1930 in den USA veröffentlichten und weltweit bekannten Spiels Monopoly handelt. Der Unterschied zwischen diesen beiden Gesellschaftsspielen ist allerdings das Ziel des Spiels. Dadurch werden die dem Spiel zugrunde liegenden Wertevorstellungen des jeweiligen Herkunftslandes rasch deutlich.
Music played an important role as a political medium for the anti-apartheid movement, particularly in the 1980s. Drawing on sources from the UK and South Africa, the article investigates the controversy surrounding Paul Simon’s album Graceland (1986) against the backdrop of the cultural boycott against South Africa. The aim of the boycott was to isolate the apartheid regime in the field of culture, but from the middle of the 1980s, the opposition within South Africa increasingly regarded it as an obstacle. The African National Congress (ANC) pursued a modification of the boycott against the resistance of the British Anti-Apartheid Movement (AAM). The controversy over Graceland only served to compound the confusion: opinions differed as to whether Simon had really breached the cultural boycott by collaborating with South African musicians, and on how this could potentially be sanctioned (in either sense of the word). The incident shows that the attempt to control transnational cultural currents through political institutions in times of increased mediatisation was ultimately doomed to failure.
In this article I examine the context for the British bank Barclays’ decision to disinvest from South Africa in 1986, with special attention to the impact of the Anti-Apartheid Movement’s campaign against the bank. The 18-year long campaign against Barclays – the largest bank in South Africa at the time and the fourth largest foreign-owned corporation – points to significant developments within the fields of corporate social responsibility and the potential influence of social movements on multinational corporations. Applying the theoretical approach of subpolitics as developed by Ulrich Beck in combination with the later subdivision by Boris Holzer and Mads P. Sørensen into a passive and an active form, it is possible to analyse the decisions of both anti-apartheid activists and Barclays on similar terms. The conclusions drawn in this article emphasise the idea that economic decisions taken by multinational corporations may have unintended political consequences and, furthermore, that the awareness of this phenomenon has contributed to the development of corporate social responsibility. Finally, I suggest that the campaign against Barclays generated public attentiveness towards the social responsibility of businesses.
This article examines policies and practices related to Turkish teachers in West German schools in the 1970s and 1980s. Different stakeholders in Turkish education in West Germany – school administrators, parents, consular officials, and the teachers themselves – understood the role of these teachers in different ways over time, reflecting contrasting and shifting notions about the knowledge teachers were expected to pass on to Turkish pupils. In the late 1970s, West German officials began to privilege teachers’ status as migrants capable of modeling their own successful integration for pupils, reflecting new assumptions about Turks in West Germany and their futures in the country.