Literaturnachweis - Detailanzeige
Autor/in | Hummrich, Merle |
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Titel | Optimierung und Anerkennung der Anderen in Schulkulturen. |
Quelle | In: Tertium comparationis, 27 (2021) 1, S. 65-83Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | deutsch |
Dokumenttyp | online; Zeitschriftenaufsatz |
ISSN | 1434-1697 |
Schlagwörter | Fallstudie; Gruppendiskussion; Hermeneutik; Interview; Kulturdifferenz; Einstellung (Psy); Ethnizität; Schule; Schulleiter; Schulkultur; Schulform; Sekundarschule; Montessori-Schule; Transnationale Kultur; Lehrer; Schüler; Interkulturelles Lernen; Multikulturalität; Diskriminierung; Migrationshintergrund; Rassismus; Anerkennung; Dokumentarische Methode; Ordnung; Rekonstruktion; Theorie; Deutschland |
Abstract | 'Defacement' refers to the (violent) direction of surfaces and was the subject of a critical examination of racist police violence by New York artists in the 1980s. It is taken as the starting point of this contribution, because in it I clearly show the three dimensions that theoretically come into view: optimization, subject formation, and recognition. Against the background of these concepts, this article asks how they are inscribed in schools and how differentiations are thereby produced. The starting point is a double ambivalence of recognition in the field of disregard, recognition, and subjectivization. They provide a space of possibility in which school cultures unfold their optimization strategies, but in which subjectivizations are also hinted at - for example, through differentiation strategies such as institutional racism. Against this background, two school culture designs are unfolded on the basis of interviews with school principals. One school is a reform pedagogical private school that belongs to the elitist educational segment, the other school is a secondary school located in a marginalized part of the city. Finally, again against the backdrop of 'defacement', we ask about the structural features that unfold in confrontation with recognition and optimization. (DIPF/Orig.). |
Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
Update | 2023/1 |