Abstract
The cultural interplay of a contentious colonial history and national identity holds a critical role in the formulation of the Black identity in America. In Germany, the Black identity is less reliant on the colonial history of the nation due to the complex history of the arrival of Black Germans. In Germany, there is a notable discrepancy in the amount of state-sanctioned teaching on the colonial history of the nation, especially in comparison to what American students learn about the role of slavery in the formation of the nation and in its civil war. This study aims to formulate a cross-cultural analysis of the formulation of Black identity in both nations to determine the impact of colonial pedagogies on the understanding of what it means to hold a Black identity and a national identity in both America and Germany.
In the wake of a political world moving towards far-right extremism, education and research become increasingly important tools for marginalized groups to protect themselves and have an impact on the social understanding of their identities. Following the national elections in the US in 2024 and in Germany in 2025, political parties who have gained national support and increasing political power, the Republican Party and the AfD respectively, are invested in the reconstruction of pedagogical systems and minority protections to disenfranchise marginalized communities. This study was conducted with formal interviews from educators and students throughout both the US and Germany alongside a review of the relevant literature. Data was collected, coded, and analyzed according to prevalent themes that emerged. This study found that outlining the value of educational teaching on colonialism and the impact of state-led directives on identity formulations are critical to informing the public about the harms of unchecked government restructuring and the creation of empowered Black identities.