Die ILGA-World-Map im Diercke Weltatlas aus der Perspektive postkolonialer Kritik

Fallstricke und didaktische Implikationen

Abstract

Embedded in an emancipatory-critical understanding of education, this article analyzes the ILGA-World-Map in the Diercke Weltatlas from the perspective of postcolonial critique. The paper demonstrates how the map—despite gaining visibility for the legal situation of queer people on a global scale—simultaneously reproduces and reinforces Eurocentric hierarchies and the image of a backward Global South. Drawing on postcolonial critique, this article exposes potential pitfalls in its practical application in geography classrooms. Against the backdrop of the increasing professionalization of teachers, corresponding didactic implications are presented, which enable educators and students to collaboratively deconstruct and transform these postcolonial pitfalls.