Rituale im Grundschulalter: Performativität, Mimesis und Interkulturalität

Wulf, Christoph

doi:10.1007/s11618-008-0004-8

Cited by 16 publications

(3 citation statements)

References 41 publications

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“…These narratives show that children transmit their own experiences with being scared of something (like being in a tent during a thunderstorm) or missing family members to better understand the situation of forced migrants. Christoph Wulf (2008) argues that imagining and mimetizing situations, experiences, and actions of other people are an important element of intercultural learning during childhood. Hence, the emotional involvement of local children with the experiences of forced migrant children can be understood as a fundamental aspect of constructing social reality, because it enables local children to structure aspects of their lifeworlds in what is "close and distant, inside and outside, the other and the own" (Gerhards 1988:37).…”

Section: Fo R C E D M I G R a N T S I N T H E G E R M A N I M M I G R At I O N R E G I M Ementioning

confidence: 99%

The Narratives of Local Children and Newly Arriving Forced Migrant Children about Their Mutual Contacts and Friendships in German Primary Schools

Rohde-Abuba

2020

Labo

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Even though almost half of the forced migrant population that entered Germany during the last several years are minors, research about the perspective of children on forced migration is very scarce. Drawing on childhood studies, which regard children as being capable of social thinking and acting, and generational theories, which scrutinize how childhood constitutes a common "social space," this article aims to analyze narratives of local and forced migrant primary school children on flight and integration. Current regulations of the German educational system insert forced migrant children into the regular school system. Within the restrictive framework of schools, which disadvantage newly arriving migrant children by focusing on their German language skills as the primary marker of their educational potential and success, friendship making is the sphere where children can have agency. Children construct the school as their common generational space and discuss flight as the experience of "being new in school." This allows children to acknowledge their different biographical backgrounds but empathize with each other and identify as generational members through their subjection to the educational system. Local and forced migrant children bridge language differences by performing their friendships through language-learning rituals. Hence, the public primary school system sets preconditions for the structural integration of local and migrant children, but the most important actors who "do integration" as a social process are children themselves.

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Section: Fo R C E D M I G R a N T S I N T H E G E R M A N I M M I G R At I O N R E G I M Ementioning

confidence: 99%

The Narratives of Local Children and Newly Arriving Forced Migrant Children about Their Mutual Contacts and Friendships in German Primary Schools

Rohde-Abuba

2020

Labo

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“…There are no constraints imposed by space, lines or the exercise book. As Wulf (2008) stated: "in a child's world it is not only pictures but also sounds, tastes and tactile experiences that are important" (p. 59). Engaging the body in the mimetic process creates potential for new structures.…”

Section: "Embodied" Writingmentioning

confidence: 99%

The docile body – Reflecting the school

Bánovčanová

Masaryková

2014

Journal of Pedagogy

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The paper deals with corporeality in the school environment from a historical perspective. The body has tended to appear and disappear in the discourse and scientific disciplines and has permeated education. This permeation can be viewed traditionally within Merleau-Ponty’s phenomenological theory of the “lived body” but also in school discipline. Discipline is typically used to organise the school and is unquestionably associated with the body and corporeality. In this article, we therefore rely on Foucault’s theories. Docile bodies are typically found in schools and classrooms and are shaped by the institution so that they are easy to manage and control. In part, we demonstrate this using handwriting in schools as an example.

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“…, 2004(Wulf u.a. , 2007Wulf 2008). Dabei zeigte sich, dass Gesten in Erziehung und Sozialisation eine zentrale Rolle spielen Wulf u. a.…”

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Der mimetische und performative Charakter von Gesten. Perspektiven für eine kultur- und sozialwissenschaftliche Gestenforschung

Wulf

2010

Paragrana

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Der mimetische und performative Charakter von GestenPerspektiven für eine kultur-und sozialwissenschaftliche Gestenforschung Vor dem Hintergrund der Forschungen der Berliner Ritualstudie wird in diesem Artikel der performative und mimetische Charakter von Gesten untersucht. Die eng mit Sprache und Imagination verbundenen Gesten werden als Bewegungen des Körpers begriffen. Sie werden als kollektive und individuelle Arten der Darstellung und des Ausdrucks aufgefasst. Sodann werden Gesten als Formen von Erziehung und Bildung untersucht. Es wird gezeigt, dass sie in Erziehung, Bildung und Sozialisation eine weit wichtigere Rolle spielen als dies im Allgemeinen angenommen wird. Schließlich werden Gesten als Mittel und Formen der Sinngebung untersucht.

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Rituale im Grundschulalter: Performativität, Mimesis und Interkulturalität

Cited by 16 publications

References 41 publications

The Narratives of Local Children and Newly Arriving Forced Migrant Children about Their Mutual Contacts and Friendships in German Primary Schools

The Narratives of Local Children and Newly Arriving Forced Migrant Children about Their Mutual Contacts and Friendships in German Primary Schools

The docile body – Reflecting the school

Der mimetische und performative Charakter von Gesten. Perspektiven für eine kultur- und sozialwissenschaftliche Gestenforschung

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