Two Generations in Motion: Negotiating the Legacies of the West German Student Movement
The legacy of the West German student movement continues to be a debated topic in Germany today: Did the call for political and social change bring about a new and truly democratic Germany or did it trigger a backlash that determined the politics of the 1980s and 1990s under conservative chancellor Helmut Kohl? Did the activists themselves “sell out” and betray their own ideals? How did the student movement influence the next generation growing up in Germany? These questions about the social and political effects of the student movement influence discussions about pedagogy, violence in schools, and about how young Germans today understand political change and social activism. Media often paint a simplistic picture of both, of what became of the generation of activists in 1968 and of their “children” who were born in the 1970s and came of age in the 1990s. Not only conservative voices since the late 1980s support the idea that members of the student movement of the 1960s brought up a generation of confused young people without clear values and moral guidance. The question of whether the ideals of liberal education failed led to heated debates within the Green Party in the 1990s. An article in the news magazine Der Spiegel cites Beate Scheffler, a forty-year-old teacher and Green Party delegate:
Talkin’’Bout My Generation :Memories of 1968 in Recent German Novels
This article examines the depiction of 1968 in the novel Rot (2001) by Uwe Timm, in the narrative Mein Jahrhundert (1999) by Gunter Grass, and in the autobiographical novel Die Brucke vom goldenen Horn (1998) by Emine Sevgi Ozdamar, asking to what extent the concept of generation, understood sociologically and symbolically, is useful in analysing West Germany's 1968 generation and its legacy. The three authors display not only contrasting generational, literary and political profiles, they also entertain a different relationship to German mainstream culture. It becomes clear that Ozdamar's novel unsettles precisely this dichotomy between the German mainstream and a multicultural niche-discourse in its intense engagement with the 1968 movement in Germany and Europe. Her text therefore invites us to reconsider the value of the generational parameter in assessing the events of 1968.
Teaching learning disability to undergraduate medical students
The education of doctors shapes their professional identity: who they are and how they practise. Where does the issue of learning disability fit in? What is it and of what factors should doctors in training be aware?

The training of medical students has been defined by the General Medical Council (