Differenz als Konstitutionsproblem der Sonderpädagogik

Opp, Günther; Fingerle, Michael; Puhr, Kirsten

doi:10.1007/978-3-663-11705-6_9

Cited by 4 publications

(1 citation statement)

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“…The participation of key educational players in generating difference remains widely unconsidered. However, since the end of the 1990s, the significance of schools as institutions for the construction of difference has become a research topic (for example Gomolla & Radtke, 2002;Opp, Fingerle, & Puhr, 2001): practices of homogenisation in the school system (regarding disability see for example Feuser, 1995; regarding language see for example Gogolin, 1994) were indicated, conditions and constructions of differentiation when selecting schools examined (for example Gomolla & Radtke, 2002;Kottmann, 2006) or demonstrated that children and adolescents construed as 'migrants' are overrepresented in schools for special education (Kronig, Haeberlin, & Eckhart, 2000). This research (which criticised institutions) supported by perspectives regarding constructions of difference (which criticised power) introduced a change of perspective: the subject matter of the analyses is no longer the recipients of education, but the structures and organisations of the educational system.…”

Section: Special Pedagogies Legitimating 'Othering' and Discrimination In School: On The History Of Pedagogies Of Differencementioning

confidence: 99%

Critical Reflexivity: Theoretical Considerations on Subjection and Postcoloniality for Teacher Education

Ivanova-Chessex

Steinbach

Wolter

2021

Regimes of Belonging – Schools – Migrations

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This introductory chapter presents general lines of thought that guided the compilation of the contributions of this volume. The idea of 'challenge' from the title of this chapter sets the tone, as this introduction will outline the challenges that both global and local contradictory conditions represent for schools and the education of teachers, which are closely linked fields. Perspectives focus on the world growing closer together in viral, climatic, political, economic and cultural processes of globalisation, and their significance and impact on the national constitution of schools as a central institution of formal education which exists almost everywhere in the world. The chapter then discusses pedagogical concepts that claim to adequately take into account transnational and migratory processes of change. Finally, it concludes with some suggestions for a further discussion of schools and teacher education in transnational relations of contemporary migration societies.

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Section: Special Pedagogies Legitimating 'Othering' and Discrimination In School: On The History Of Pedagogies Of Differencementioning

confidence: 99%