Marginal(ized) plurality: An empirical conceptualization of Michael Rothberg’s “multidirectional memory” in German educational settings

In this article, we apply Michael Rothberg’s concept of “multidirectional memory” to an empirical setting, by analyzing qualitative interviews with 124 educators in the field of memory work, such as museum and memorial site employees, teachers, volunteers of non-governmental organizations, and civil society initiatives. We analyzed where they come across memory conflicts and commonality, and what the respective “enabling conditions” were, that is, the influencing factors that promoted or prevented developments toward multidirectionality in the sense of a “differentiated solidarity.” We found only a few examples of this kind of multidirectional memory in educational settings. It was fostered by four factors: personal autobiographical experiences, political positions, structural/institutional aspects, and certain pedagogical principles. By contrast, different forms of competitive memory were dominant: first, “Conflicting Memory” characterized by differing politics; second, “Divided Memory” characterized by a perception of resource competition; and third, “Fragmented Memory,” consisting of a form of sympathetic ignorance by which memories of other groups or events are tolerated, but not actively interlinked. Central topics that emerge within memory conflicts and entanglements are the history of National Socialism, World War II and the Shoah, the history of the state of Israel and the Israel-Palestinian conflict, the Armenian Genocide, the history of the Ottoman Empire and—to a lesser extent—the history of colonialism. We argue that much can be gained by applying Rothberg’s concept to contemporary empirical settings, both in order to understand its current implications but also to help flesh out its underlying theoretical notions. These are regarding possible “negative” forms of multidirectional memory, as well as the implications and ethics of historical comparisons.