Contractualism as an Element of Democratic Pedagogy?

Autor/inn/en	Budde, Jürgen; Hellberg, Lotta; Weuster, Nora
Titel	Contractualism as an Element of Democratic Pedagogy?
Quelle	In: Journal of Social Science Education, 20 (2021) 4, S.48-71 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Budde, Jürgen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1618-5293
Schlagwörter	Educational Practices; Performance Contracts; Self Determination; Self Control; Ethnography; Foreign Countries; Socialization; Ethics; Caring; Democracy; Problem Solving; Conflict Resolution; Germany + Suchen Sie Ihr Suchwort? Bildungspraxis; Leistungsvereinbarung; Selbstbestimmung; Selbstbeherrschung; Ethnografie; Ausland; Socialisation; Sozialisation; Ethik; Care; Pflege; Sorge; Betreuung; Demokratie; Problemlösen; Conflict solving; Konfliktlösung; Konfliktregelung; Deutschland
Abstract	Purpose: This article investigates the establishment of commitment in pedagogical practices through what are known as 'behavioural contracts'. Such contracts are seen as a participatory element of democratic pedagogy and are linked to the aim of strengthening students' self-determination. The objective is to demonstrate that as a pedagogical phenomenon, contractual pedagogy is oriented towards a practice of self-control achieved through external control, assuming a basis of sovereignty and reason. Methodology: The article provides an investigation of material from an ethnographic research project in Germany on social learning in school-based pedagogical contexts. The study is informed by practice theory, theory of school and theory of social pedagogics. Findings: This article argues that contractual pedagogy as a subjectivising constellation is primarily directed towards re-establishing the pre-existing institutional order. It demonstrates that contractual pedagogy can neither be understood as a particularly participatory method of democratic pedagogy, nor as a governmental power strategy, but as a subjectivising exercise that introduces students to a central tenet in modern societies. Through this, connections are formed between specific forms of (collective) subjectivation. Research implications: Further theoretical and empirical analyses are required, which make other pedagogical impulses, such as an ethics of care or the critique of the subject, fruitful for Democratic Pedagogy. (As Provided).
Anmerkungen	Journal of Social Science Education. Bielefeld University Faculty of Sociology, Universitätsstraße 25, 33615 Bielefeld, Germany. Tel: +49-521-106-3985; Fax: +49-521-106-153986; e-mail: info@jsse.org; Web site: http://www.jsse.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01