Fabricating human development. The dynamics of "ordering" and "othering" in an experimental secondary school (Hauptschule).

Literaturnachweis - Detailanzeige

Trefferliste

Autor/in	Kontopodis, Michail
Titel	Fabricating human development. The dynamics of "ordering" and "othering" in an experimental secondary school (Hauptschule). Gefälligkeitsübersetzung: Das Fabrizieren menschlicher Entwicklung.
Quelle	Berlin: Freie Universität Berlin (2009), 198 S. PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit Berlin, Freie Universität Berlin, Diss., 2007.
Sprache	englisch
Dokumenttyp	online; Monographie
URN	urn:nbn:de:kobv:188-fudissthesis000000010899-6
Schlagwörter	Gender; Jugend; Ethnografie; Dissertation; Jugend; Schüler; Zeit; Ausbildung; Entwicklung; Schulversuch; Virtuelle Realität; Diskrepanz; Schulversuch; Versuchsschule; Schüler; Marginalisierung; Virtuelle Realität; Ausbildung; Dissertation; Zeit; Diskrepanz; Entwicklung; Gender
Abstract	In our modern understanding of development, there is an overwhelming tendency to regard development in terms of irreversible time. The past and the future are presupposed and time is conceptualized as an arrow connecting them. In such a paradigm, it is impossible to create completely new entities in the context of new relations - only another way of combining already known properties of given entities is possible. Seen from this perspective, time and development are conceptualized in terms of sameness. The work presented here examines the question of how human development can be envisaged in terms of difference-in-itself. The aim of the study is to explore how human development can be conceptualized so that freedom, imagination and movement are reflected and generated at school - a question which proves important especially with regard to gender conscious education, as well as the education of social and cultural minorities and marginal subjectivities. This dissertation is based on a one-year long critical ethnographical study of everyday practices taking place at an experimental school for Individual Learning-in-Practice, in Germany. This school could be perceived as an example of emerging forms of schooling and institutional organization. The school's material-semiotic orderings are studied throughout the dissertation alongside their relationship to the students' development. Semiotic action is investigated in interrelation to material action, such as the spatial organization, circulation and production of documents and the use of graphics and files. The research follows an ethnographical methodology enriched by expert interviews, and video-recording. Data analysis is not separated from field research and theory building and in this way, a novel methodology of 'mapping' is introduced. Also, special attention is given here to materialities. Drawing on the notion of 'mediation' of Vygotsky and actor-network theory, development is understood as fabricated, i.e. as a complex material-semiotic ordering. Development is fabricated in the School for Individual Learning-in-Practice so that a neo-liberal self is created that, independently of his/her gender and socio-cultural or ethnic background, reflects on 'his/her past' in order to 'discover her/his talent' and enter the job market without any critical reflection or resistance. In this regard, development seems to function as a technology of the self (Foucault) so that the marginalized students, for whom the School for Individual Learning-in-Practice was designed, actively enter the current economy and do not depend on the welfare system. In this context, development leads to a 'job seeker' - a subjectivity which the school's control mechanism endorses. But development can also be done in very different ways. Seeking alternatives to this kind of organization of development, the analysis turns to the well-known Freedom Writers project in California. The role collective writing and reflecting play in the education and development of marginalized female and male students is explored. Diary extracts written by the students about violence or about the school and their future are exemplarily analyzed. The practices taken place in the Freedom Writers project are contrasted with the practices which took place at the School for Individual Learning-in-Practice. The research concludes with a suggestion of development understood as development towards the unknown - which implies the conception of the Zone of Proximal Development (Vygotsky) as virtuality. The dissertation presents a transdisciplinary research project drawing on Anglo-American, German and French research traditions of philosophy, youth studies, anthropology, feminist theory, science and technology studies and social and developmental psychology. It challenges the mainstream psychological theories and research practices and carries strong implications with regard to intercultural and feminist-oriented educational scientific approaches and educational practices. (Orig.).
Erfasst von	Deutsche Nationalbibliothek, Frankfurt am Main
Update	2012/4