Optimierung und Anerkennung der Anderen in Schulkulturen.

Autor/in	Hummrich, Merle
Titel	Optimierung und Anerkennung der Anderen in Schulkulturen.
Quelle	In: Tertium comparationis, 27 (2021) 1, S. 65-83Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	deutsch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1434-1697
Schlagwörter	Fallstudie; Gruppendiskussion; Hermeneutik; Interview; Kulturdifferenz; Einstellung (Psy); Ethnizität; Deutschland; Diskriminierung; Interview; Lehrer; Ordnung; Schüler; Schule; Theorie; Rassismus; Fallstudie; Schulleiter; Anerkennung; Hermeneutik; Rekonstruktion; Gruppendiskussion; Montessori-Schule; Ethnizität; Interkulturelles Lernen; Schule; Schulleiter; Schulkultur; Schulform; Sekundarschule; Montessori-Schule; Transnationale Kultur; Lehrer; Schüler; Interkulturelles Lernen; Multikulturalität; Diskriminierung; Migrationshintergrund; Rassismus; Migrationshintergrund; 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