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Title
un/genügend fähig. Zur Herstellung von Differenz im Unterricht inklusiver Schulklassen
Author
SourceBad Heilbrunn : Verlag Julius Klinkhardt 2019, 210 S. - (Studien zur Professionsforschung und Lehrerbildung ; forschung klinkhardt) - (Zugl.: Köln, Univ., Diss., 2018)
Document  (1.856 KB)
License of the document In copyright
Keywords (German)
sub-discipline
Document typeMonograph, Collected Work or primary publication
ISBN978-3-7815-2286-2; 9783781522862
LanguageGerman
Year of creation
review statusPeer-Reviewed
Abstract (German):Was geschieht im inklusiven Unterricht? Wie differenzieren Lehrkräfte dort? Und was bedeutet das für die Herstellung von Differenz und Ungleichheit? Die vorliegende poststrukturalistische Ethnographie rekonstruiert eine zentrale unterrichtliche Differenzierung der Lehrkräfte. Diese regulieren Schüler*innen entlang der Differenz genügende Fähigkeit vs. ungenügende Fähigkeit: Wer den Anforderungen (vermeintlich) genügen kann, wird dahingehend reguliert, sich auch entsprechend zu verhalten. Wer dies nicht kann, darf abweichen. So wird alltäglich hergestellt, wer für den Unterricht un/genügend fähig ist. Mit der Perspektive der Disability Studies wird deutlich: Auch im ‚inklusiven‘ Unterricht gelten universelle Fähigkeitserwartungen. Sie sind die Ursache der Konstruktion ungenügend fähiger Schüler*innen und die Grundlage dafür, ihnen eine legitim abweichende Teilhabe zu ermöglichen. Zugleich wird genau durch diese dauerhafte Praxis schulische Behinderung hergestellt. (DIPF/Orig.)
Abstract (English):What happens in a classroom that is called ‘inclusive’ by teachers and educational policy? How do teachers differentiate between pupils here? And what are the implications for the creation of differences between and inequality among pupils? The ethnographic study focuses on classes in lower secondary schools in Germany, that are considered by the teachers to be inclusive. Based on practice theory and poststructuralism, a central differentiation of pupils in teachers’ regulations is analyzed: Those that are able to meet the requirements of the guidelines are expected to behave according to them. Those that can’t meet the requirements, are exempted and may legitimately deviate from the expectations. This can be observed in the classroom, for example, when pupils are told to be silent, yet one pupil is not told off for talking, but is instead given the option to leave the classroom for an ‘extra break’ if unable to behave appropriately. Through this performed differentiation teachers determine day-to-day who is able and who lacks the required abilities to comprehensively participate in the inclusive classroom. However, because pupils with ascribed insufficient abilities are not sanctioned in the observed lessons, but instead are repeatedly allowed to deviate from the still existing expectations, the teachers fulfill the right of permanent membership for all pupils in the class. The study also contextualizes this differentiation with perspectives of the disability studies in education and discourses on dis/ability. It can thereby be shown that even in ‘inclusive’ classes universal expectations of abilities exist and are themselves a cause of the ascription of insufficient abilities. Furthermore, the long-term treatment of pupils as insufficiently able can be understood as the creation of disability. In addition, it is shown that this creation of disability results in educational inequality: Teachers use information about the pupils’ social background to assess their abilities and may be sympathetic to them on an individual basis, however in the lessons themselves it only counts if a student is or is not able to meet the requirements; the cause for that is then irrelevant. Finally, the study discusses why the observed classes fail to satisfy pedagogical conceptions of inclusion, understood as enabling an equal participation of all pupils, and to what extent this is due to the social-based and school-based consensus on the nature of ability. (DIPF/Orig.)
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Date of publication26.02.2019
CitationMerl, Thorsten: un/genügend fähig. Zur Herstellung von Differenz im Unterricht inklusiver Schulklassen. Bad Heilbrunn : Verlag Julius Klinkhardt 2019, 210 S. - (Studien zur Professionsforschung und Lehrerbildung ; forschung klinkhardt) - (Zugl.: Köln, Univ., Diss., 2018) - URN: urn:nbn:de:0111-pedocs-167572 - DOI: 10.25656/01:16757
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