Pedagogies in Circulation: The Multigrade Multilevel Methodology and the Case for a Transcultural Research Perspective in Education.

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Autor/in	Nessel-de Forest, Nina
Titel	Pedagogies in Circulation: The Multigrade Multilevel Methodology and the Case for a Transcultural Research Perspective in Education.
Quelle	Heidelberg: Universitätsbibliothek Heidelberg (2026), 394 S. PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3); PDF als Volltext kostenfreie Datei (4) Link als defekt meldenVerfügbarkeit Dissertation, Ruprecht-Karls-Universität Heidelberg, 2025.
Sprache	englisch
Dokumenttyp	online; Monografie
DOI	10.11588/heidok.00038722
URN	urn:nbn:de:bsz:16-heidok-387225
Schlagwörter	Pädagogik; Reformpädagogik; Wissen; Anpassung; Bildungsreform; Schulpädagogik; Interkulturalität; Offener Unterricht; Zirkulation; Bildungsforschung; Dissertation; Netzwerk; Internationale Organisation; Krishnamurti, Jiddu; Deutschland; Indien
Abstract	Ideas rarely stay where they are made. They move between disciplines, countries, and institutions, and the way people rework them in transit decides what learning communities and organizations can do with them. This thesis tracks one such idea. The Multigrade Multilevel Methodology (MGML) began at Rishi Valley School, an elite Indian institution founded on the educational philosophy of Jiddu Krishnamurti, whose Rishi Valley Rural Education Centre developed the method for one-room schools in the surrounding villages. From there it scaled to some 250,000 public schools across India, carried by the country's adoption of international education policy, and eventually reached German universities. There it was first dismissed as spiritual, then embraced once it had been reframed as "education for the twenty-first century," again echoing international policy. How did this journey happen? What was adapted on the way, and what was lost? As a qualitative case study, the thesis examines MGML's development and circulation through the transcultural research perspective, an interdisciplinary framework well suited to trace how knowledge moves and is reshaped as it travels across cultural, disciplinary, and epistemological borders. Conventional comparative frameworks struggle here. They take the nation-state as their unit, sort culture into discrete categories, and underplay individual agency. The transcultural research perspective was built to address these very weaknesses, attending instead to entanglements, the interplay of scales, and processuality. Seen through the transcultural lens, MGML's four-decade trajectory is rhizomatic. There is no single MGML but many, each reshaped by its setting. At every site people adapted the method, interpreting and renegotiating it, keeping some elements and letting others go. Each version is a different assemblage drawn from several bodies of knowledge: Krishnamurti's educational philosophy, multigrade pedagogy, progressive and integral education, and the policy language of twenty-first-century education, among others. Rather than rank these influences, the perspective treats local, national, and global scales as multi-centric rather than hierarchical. International organizations shaped the field through funding and policy, yet their reach was negotiated and blunted by local and national actors. At the core of MGML's circulation are strategic negotiations, carried out by individual and collective actors who argue over which knowledge is worth borrowing and how it is changed en route. MGML's circulation to Germany offers a vivid example: Faced with the confusion of Krishnamurti with the Hare Krishna movement and the dismissal of his ideas as "esoteric," German educators rebranded MGML as an integral approach to "twenty-first-century education". In borrowing that term from international policy, they attempted to gain the recognition it had first been denied. Movement and adaptation are not byproducts of knowledge circulation, but the substance thereof. Knowledge in circulation does not arrive unchanged. It is co-created, localized, and continually refined, above all where it crosses institutional, cultural, and disciplinary boundaries. For the study of education in an interconnected world, that is less a new method than a new way of seeing. (übernommen).
Erfasst von	Deutsche Nationalbibliothek, Frankfurt am Main
Update	2026/4