details
| Title |
Optimierung und Anerkennung der Anderen in Schulkulturen |
|---|---|
| Author |
Hummrich, Merle   |
| Source | Tertium comparationis 27 (2021) 1, S. 65-83  |
| Document | full text (339 KB) |
| License of the document | In copyright |
| Keywords (German) | 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 |
| sub-discipline | Curriculum and Teaching / School Pedagogy Educational Sociology |
| Document type | Article (journal) |
| ISSN | 1434-1697; 0947-9732; 14341697; 09479732 |
| Language | German |
| Year of creation | 2021 |
| review status | Peer-Reviewed |
| Abstract (German): | Der Beitrag geht von einer Perspektive institutioneller Diskriminierung aus, die sich in schulkulturelle Ordnungen einschreibt. Schulkulturelle Ordnungen lassen sich dabei als Optimierungsstrategien begreifen, durch die Schule sich im Verhältnis zu anderen Schulen, aber auch vor dem Hintergrund ihrer Positioniertheit als Schule entwerfen. Welche Rolle darin ethnische Differenzierungen spielen, wird untersucht, indem mit Rassismuskritik eine Analysestrategie entwickelt wird, die die schulischen Optimierungsstrategien und die auf ethnische Differenzen bezogenen Orientierungen anerkennungstheoretisch untersucht. (DIPF/Orig.) |
| Abstract (English): | '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.) |
| other articles of this journal | Tertium comparationis Jahr: 2021 |
| Statistics |  Number of document requests
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| Checksums | checksum comparison as proof of integrity |
| Date of publication | 13.09.2024 |
| Citation | Hummrich, Merle: Optimierung und Anerkennung der Anderen in Schulkulturen - In: Tertium comparationis 27 (2021) 1, S. 65-83 - URN: urn:nbn:de:0111-pedocs-311492 - DOI: 10.25656/01:31149 |
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