Publications

Eisenmann, M. (2023). Developing Global Environmental Citizenship through Teaching Contemporary Dystopian Fiction. in Amerstorfer, C. M. & von Blanckenburg, M. (Eds). Activating and Engaging Learners and Teachers, S. 339-356, Narr.

Eisenmann, M. (2023). Critical Animal Pedagogy and Global Education in the EFL Classroom. in Ludwig, C. &  Summer, T. (Eds). Taboos and Controversial Issues in Forgein Language Education. Critical Language Pedagogy in Theory, Research and Practice, S. 181-194. Routledge. 2023, 181-194.   DOI: 10.4324/9781003220701-20

Eisenmann, M. & Krüger, N. (2021). Environmental Education in the EFL Classroom Through Young Adult Dystopian Fiction. in Ludwig, C. & Deetjen, C. (Eds).The World Beyond. Developing Critical Environmental Literacies in ELT, S. 85-103, Winter.

Eisenmann, M. (2020). The Potential of Postcolonial (Poverty) Literature in the EFL Classroom. Ißler, R. & Küchler, U. (Eds). Impulse zur Fremdsprachendidaktik – Issues in Foreign Language Education. Wissenschaft und Lehrerbildung, 5, S. 391-408, Vandenhoeck & Ruprecht.

Eisenmann, M. (2018). The potential of Young Adult Dystopian Fiction. Ludwig, C. & Maruo-Schröder, N. (Eds). Tell freedom I said hello: Issues in Contemporary Young Adult Dystopian Fiction, S. 137-159, Winter.

Eisenmann, M. (2015). Crossovers – Postcolonial Literature and Transcultural Learning. in Delanoy, W., Eisenmann, M. & Matz, F. (Eds). Learning with Literature in the EFL Classroom, S. 217-236,  Lang.

Eisenmann, M. (2011). Intercultural Competences. Raising Cultural Awareness in University Literature Courses. in Bauder-Begerow, I. & Schäfer, S. (Eds). Learning 9/11.Teaching for Key Competences in Literary and Cultural Studies, S. 123-150. Winter.

Eisenmann, M., Grimm, N. & Volkmann, L. (2010). Introduction: Teaching the New English Cultures and Literatures. in Eisenmann, M., Grimm, N. & Volkmann, L. (Eds). Teaching the New English Cultures and Literatures, vii-xiii, Winter.