Between powerlessness to act and thirst for action - Dealing with educational inequalities in primary school in Germany and Argentina.

Autor/inn/en	Claus, Carolina; Yendell, Oscar; Romualdo, Vanesa
Titel	Between powerlessness to act and thirst for action - Dealing with educational inequalities in primary school in Germany and Argentina.
Quelle	Aus: Schlesier, Juliane (Hrsg.); Frey, Anne (Hrsg.); Hoya, Fabian (Hrsg.); Parade, Ralf (Hrsg.); Rank, Astrid (Hrsg.): Foundations of learning. Unveiling the mosaic of primary education systems worldwide. Bad Heilbrunn: Verlag Julius Klinkhardt (2026) S. 355-377 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Reihe	Grundschule International / Primary Education International
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	978-3-7815-2777-5; 978-3-7815-6239-4
DOI	10.25656/01:35805 10.35468/6239-13
URN	urn:nbn:de:0111-pedocs-358058
Schlagwörter	Grounded theory; Bildungssystem; Grundschule; Primarbereich; Lehrer; Ungleichheit; Interview; Internationaler Vergleich; Argentinien; Deutschland
Abstract	This article addresses the (re)production of educational inequalities in primary schools through a binational comparison between Germany and Argentina. An interview study conducted in primary schools from 2020 to 2022 in both countries is used to analyse how teachers position themselves in dealing with educational inequalities. Across countries, the teachers interviewed draw lines of difference between students that primarily stem from their family background. While they outline family support as necessary for higher academic achievement, they also observe a lack of parental support due to family problems. The German teachers tend to problematise this and see the aforementioned inequalities between students, as well as the associated effects on learning, as a limitation to their actions, while the Argentinian teachers show more understanding and do not tend to see these inequalities as a limitation to their pedagogical actions. Overall, a line of contrast emerges: the German teachers recognise a sense of powerlessness to act, whereas the Argentinian teachers display a thirst for action, which is a contrast that will be explored further in the article. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2026/4