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Article (from a serial) accessible via
URN: urn:nbn:de:0111-pedocs-358058
DOI: 10.25656/01:35805; 10.35468/6239-13
URN: urn:nbn:de:0111-pedocs-358058
DOI: 10.25656/01:35805; 10.35468/6239-13
| Title |
Between powerlessness to act and thirst for action – Dealing with educational inequalities in primary school in Germany and Argentina |
|---|---|
| Authors |
Claus, Carolina   ;
Yendell, Oscar ;
Romualdo, Vanesa |
| Source | Schlesier, Juliane [Hrsg.]; Frey, Anne [Hrsg.]; Hoya, Fabian [Hrsg.]; Parade, Ralf [Hrsg.]; Rank, Astrid [Hrsg.]: Foundations of learning. Unveiling the mosaic of primary education systems worldwide. Bad Heilbrunn : Verlag Julius Klinkhardt 2026, S. 355-377. - (Grundschule International / Primary Education International) |
| Document | full text (2.854 KB) |
| License of the document |
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| Keywords (German) | Grundschule; Primarbereich; Ungleichheit; Internationaler Vergleich; Bildungssystem; Lehrer; Interview; Grounded Theory; Deutschland; Argentinien |
| sub-discipline | Intercultural and International Comparative Educational Research Curriculum and Teaching / School Pedagogy |
| Document type | Article (from a serial) |
| ISBN | 978-3-7815-6239-4; 978-3-7815-2777-5; 9783781562394; 9783781527775 |
| Language | English |
| Year of creation | 2026 |
| review status | Peer-Reviewed |
| Abstract (English): | This article addresses the (re)production of educational inequalities in primary schools through a binational comparison between Germany and Argentina. An interview study conducted in primary schools from 2020 to 2022 in both countries is used to analyse how teachers position themselves in dealing with educational inequalities. Across countries, the teachers interviewed draw lines of difference between students that primarily stem from their family background. While they outline family support as necessary for higher academic achievement, they also observe a lack of parental support due to family problems. The German teachers tend to problematise this and see the aforementioned inequalities between students, as well as the associated effects on learning, as a limitation to their actions, while the Argentinian teachers show more understanding and do not tend to see these inequalities as a limitation to their pedagogical actions. Overall, a line of contrast emerges: the German teachers recognise a sense of powerlessness to act, whereas the Argentinian teachers display a thirst for action, which is a contrast that will be explored further in the article. (DIPF/Orig.) |
| is part of: | Foundations of learning. Unveiling the mosaic of primary education systems worldwide |
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| Purchase order | Check the possibility to purchase this document on buchhandel.de (only in German) |
| Date of publication | 15.07.2026 |
| Citation | Claus, Carolina; Yendell, Oscar; Romualdo, Vanesa: Between powerlessness to act and thirst for action – Dealing with educational inequalities in primary school in Germany and Argentina - In: Schlesier, Juliane [Hrsg.]; Frey, Anne [Hrsg.]; Hoya, Fabian [Hrsg.]; Parade, Ralf [Hrsg.]; Rank, Astrid [Hrsg.]: Foundations of learning. Unveiling the mosaic of primary education systems worldwide. Bad Heilbrunn : Verlag Julius Klinkhardt 2026, S. 355-377. - (Grundschule International / Primary Education International) - URN: urn:nbn:de:0111-pedocs-358058 - DOI: 10.25656/01:35805; 10.35468/6239-13 |
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