Essenz oder Konstrukt? Zur Tauglichkeit des Kulturbegriffs in der Analyse von Unterrichtskommunikation.

Autor/in	Horstmann, Susanne
Titel	Essenz oder Konstrukt? Zur Tauglichkeit des Kulturbegriffs in der Analyse von Unterrichtskommunikation.
Quelle	In: Tertium comparationis, 8 (2002) 2, S. 146-159Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben 10; Grafiken 2
Sprache	deutsch; englische Zusammenfassung
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0947-9732
URN	urn:nbn:de:0111-opus-29287
Schlagwörter	Kultur; Begriff; Kommunikation; Unterricht
Abstract	Within the normal everyday use culture has a certain meaning and no changing aspects, it is static. By analyzing two scenes of educational situations in a German primary school the author shows that culture is a construction which is actively "produced" in social discourse. The examination of how the communication partners deal with the difference and strangeness in these circumstances points out that fixed central concepts are communicated, some open, and some in a hidden way. During this communication process it is possible that communication partners refer to different central concepts that contradict each other. Because the transitions from one central idea to another is ambivalent, it is possible that in the beginning of a communication situation a central idea is used which contradicts another one used at the end. This way, "nets of significance" are woven, which construct what is then called culture. (DIPF/Orig.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2004_(CD)