WAR IN UKRAINE: A PUSH FOR RESHAPING GERMAN SLAVIC STUDIES

Abstract

The article examines the transformative impact of the war in Ukraine on Slavic studies in the German academic environment. German universities, traditionally focused on Russian studies, have identified an urgent need to reassess both educational programs and approaches to teaching, as well as their own perspective on the development of Slavic studies. Scoping meetings, workshops, conferences, and seminars held in the German academic environment over the past two years are intended to update and systematize the achievements of German Slavic studies and outline new perspectives for its development. The aim of the research is to outline the main aspects that are identified as priorities for the development of Slavic studies in the academic environment of Germany and to trace the changes in the development of Slavic studies reflected in open information platforms, particularly university websites. In addition, special emphasis is made on the changes that have affected Ukrainian studies after the full-scale invasion. During joint meetings, German scholars identified significant limitations in the functioning of Slavic studies and difficulties with representation of all (or almost all) branches of Slavic studies in Slavic departments. Analyzing the information provided on university websites, it can be concluded that Russian studies dominate: the majority of universities offer the study of the Russian language in courses offered by Language Centers (95.7%), almost all educational programs for Slavic studies are aimed at preparing specialists on Russian studies (96.7%), and finally, students choose Russian as a pedagogical component, allowing them to qualify as teachers (88.7%). Polish and Czech are also represented in universities, but to a much lesser extent: as language courses: 36.2% – Polish, 17.2% – Czech; within educational programs: 90% – Polish and 70% – Czech; for teacher qualification: 16.7% – Polish, 10% – Czech. The Ukrainian language was insufficiently represented both as a language to be studied in courses (1.7%) and as a language that could be studied as a first/main language – 2 universities (Greifswald, Munich). Ukrainian language was not offered and is not offered for teacher qualification: in primary and secondary education institutions (schools, gymnasiums) Ukrainian language is impossible to study neither as a language of origin nor as a foreign language, although some initiatives exist. After the full-scale invasion, the situation has changed; Ukrainian language has been included in the proposals for study by 12 universities, in addition, there is an opportunity to learn not only Ukrainian language (at level B2 and above) but also literature and history within educational programs. However, German scholars still do not see the possibility of introducing Ukrainian as a component for teacher qualification, despite the extremely large number of Ukrainian children in German educational institutions. Instead, there is a proposal to develop an additional certification program for teachers of Russian to Polish, which also seems unrealistic. German scholars emphasize the need to expand their boundaries in order to offer “full Slavistics” in universities, but they highlight insufficient funding and the lack of interest among applicants in Slavic studies as major problems. Key words: Slavic studies in German universities, Ukrainian studies in German universities, Language Centers, degree programs in Slavic studies.