Trouble Making? Addressing Irritation in Innovativeness Education

Autor/in	Stuppacher, Kirstin
Titel	Trouble Making? Addressing Irritation in Innovativeness Education
Quelle	In: Journal of Social Science Education, 21 (2022) 1, S.155-175 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1618-5293
Schlagwörter	LGBTQ People; Homosexuality; Geography Instruction; Economics Education; Educational Innovation; Sexual Identity; Sexual Orientation; Cartography; Maps; Feminism; Power Structure; Activism; Emotional Response; Social Bias; Educational Change + Suchen Sie Ihr Suchwort? Homosexualität; Geography education; Geography lessons; Geografieunterricht; Wirtschaftskunde; Instructional innovation; Bildungsinnovation; Geschlechtsidentität; Sexuelle Identität; Sexuelle Orientierung; Kartenkunde; Kartografie; Map; Karte; Feminismus; Aktivismus; Politischer Protest; Emotionales Verhalten; Bildungsreform
Abstract	Purpose: The aim of this contribution is to research assumptions of the education for innovativeness approach within a queer theoretical notion of pedagogy and to discuss im/possibilities of the approach in the framework of Geography and Economic education. Approach: This article explores intersections between the approaches of queer theories and the theory of education for innovativeness by focussing on the potentials and limitations of trouble making as a starting point in innovativeness education in the secondary education sector. Findings: If we consider trouble making and irritation within an education that fosters innovativeness, we could expand education by focusing the power structures that manifest themselves within innovation processes and education. (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