ABSTRACT No longer capable of serving as a nodal point of a single coherent narrative or as a marker for parallel events across national borders, “1968” is best understood in a tense relation to “1967”. Juxtaposed rather than reconciled, they can only be brought together in a dynamic field of conflicting forces still in play even after a half century has passed. Such an approach alerts us to the relativization of what seems to be a punctual moment in a single historical space–time continuum. To understand the role of the Frankfurt School in the German “1968” is therefore to situate its history in the expanded field that includes the very different events of “1967”, which resist incorporation into a unified narrative. It is to register the importance of 1967 in generating its negative relationship to aspects of the German 1968, and in colouring its attitude towards post-colonial struggles and the discourse they have spawned. By expanding the field in this way, we will avoid turning 1968 into an isolated monument on a pedestal that masks its connection to the multiple historical contexts that can set it into motion and help us understand its importance today.

中文翻译：

---

1968年在扩展的领域：法兰克福学派和不平坦的历史进程

摘要“ 1968”不再能够作为单一连贯叙述的节点，也不能作为跨国界平行事件的标志，因此与“ 1967”之间的时态关系最好理解。并存而不是和解，它们只能在一个半世纪过去之后仍在活跃的冲突力量动态领域中集合在一起。这种方法使我们警觉到，在一个单一的历史时空连续体中，似乎是守时的时刻已经相对化。因此，要了解法兰克福学派在德国“ 1968”中的作用，是将其历史定位在扩展的领域中，其中包括与“ 1967”截然不同的事件，这些事件拒绝纳入统一的叙述中。这是为了证明1967年在与德国1968年产生消极关系方面的重要性，并增添了它对后殖民斗争及其所产生话语的态度。通过以这种方式扩大领域，我们将避免将1968年变成一个基座上的孤立纪念碑，该纪念碑掩盖了它与多种历史背景的联系，可以使之动起来并帮助我们理解其今天的重要性。