Symbolic constructions, pedagogical practices, and the legitimation of all-day schooling from a professional perspective. Tendencies towards familialization in all-day schools.

Autor/inn/en	Idel, Till-Sebastian; Rabenstein, Kerstin; Reh, Sabine
Titel	Symbolic constructions, pedagogical practices, and the legitimation of all-day schooling from a professional perspective. Tendencies towards familialization in all-day schools.
Quelle	Aus: Richter, Martina (Hrsg.); Andresen, Sabine (Hrsg.): The politicization of parenthood. Shifting private and public responsibilities in education and child rearing. Dordrecht u.a.: Springer (2012) S. 213-220 PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Children's well-being: Indicators and research. 5
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	94-007-2971-5; 978-94-007-2971-1; 978-94-007-2972-8
DOI	10.1007/978-94-007-2972-8_16
Schlagwörter	Feldforschung; Familie; Familienbeziehungen; Ganztagsbetreuung; Ganztagsschule; Schüler-Lehrer-Beziehung; Lernkultur; Videoaufzeichnung; Tagesablauf; Berlin; Brandenburg; Deutschland; Rheinland-Pfalz
Abstract	In this chapter, we present selected results of the videoethnographic research project LUGS (learning culture and instruction development in all-day schooling) carried out at 12 schools in three German federal states (Berlin, Brandenburg, and the Rhineland Palatinate) between 2005 and 2009 [...]. The project explored how all-day schooling is transforming school practice. To what extent do learning cultures at school, professional pedagogical practices, and processes of subjectivation change due to the expansion of school hours to cover the whole day? We argue that pedagogical activities in all-day schools are shifting in several ways that can be theorized collectively as a shifting of boundaries. Extended time spent at school, meaning more time spent together, decreases the - in terms of structural functionalism - specificity of how actors present themselves at any given time. [...] Based on the actors' interpretations and constructions of the school-family relationship collected within the project, [the chapter] first describes the discourse about familialization in a school. In a second, step, the chapter looks at pedagogical practice and shows where, how and to what extent familial practices expand into all-day schools. The final section concludes with a comment from the perspective of "school theory". (DIPF/Autor).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2013/4