Unpacking recognition and esteem in school pedagogies

Wulf, Christoph; Bittner, Martin; Clemens, Iris; Kellermann, Ingrid

doi:10.1080/17457823.2012.661588

Cited by 13 publications

(6 citation statements)

References 13 publications

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“…Classrooms are characterized as multi-cultural, and students are of different ages. The school is now a UNESCO-model school and is already part of an international network of schools worldwide (Chen, 2016;Wulf et al, 2012).…”

Section: The Settingmentioning

confidence: 99%

“…Viewed in this context, the present discussion focuses on the bodily performance, where tension and heterogeneity emerge "in the middle of" the circle: that is, the dynamic and diverse dimensions of the circle. More specifically, assuming that pedagogical action is determined through a mind-set of recognition and esteem (Wulf et al, 2012), we further examined the tension between the limitation of the teacher's authority and the children's potential during their participation in circle time. To gain an in-depth understanding of this idea, we conducted an ethnographic study in Reformpädagogik Schule, a progressive primary school in Berlin, Germany.…”

Section: Introductionmentioning

confidence: 99%

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Creating the Recognition of Heterogeneity in Circle Rituals: An Ethnographic Study in a German Primary School

2020

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This study focuses on “circle time,” an innovative technique to promote classroom organization in primary schools across Germany and the rest of the world. Unlike previous research which primarily emphasizes on the functional and instrumental dimensions of circle time, the current study examines the non-cognitive aspects that emerged “in the middle” of circles. Since 2013, an ethnographic study has been conducted in a progressive pedagogy (Reformpädagogik) primary school in Berlin, Germany. The empirical data from this study contain observations from the ethnographic videotaping of students aged 6 to 9 years old. The findings suggest that three aspects are crucial to generating and handling heterogeneity in a circle: symbolic construction, bodily movement, and ludic interaction. In addition, it is indicated that in a pluralistic, multi-cultural society, a teacher’s authority becomes conditional rather than automatic.

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Section: The Settingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Creating the Recognition of Heterogeneity in Circle Rituals: An Ethnographic Study in a German Primary School

2020

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“…Pupils in these schools are organized in mixed-age learning groups (family-groups) and are addressed by multi-methodical composition of teachings. Characteristics instead of marks, and evaluation processes that support concepts of recognition and estimation and do not reduce and force the pupils to reproduce the correct content of the school-curriculum (Wulf et al, 2012). Progressive Education builds on the insight that teaching has to take place in an open learning atmosphere, which means to change the rhythm of time and the practices of teachings into self-regulated teaching, evaluation processes are aimed to give individual feedback in relation to the competences and skills of the individual pupil.…”

Section: Information On the Fieldmentioning

confidence: 99%

“…The question of recognition and estimation as specific emotional practice of this school has been elaborated inWulf et al, 2012. …”

mentioning

confidence: 99%

Interruption as a crisis. Discourse and practices of progressive education

Bittner

2019

REDMAIS

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A pedagogia Jena-Plan tem um impacto particular nas práticas educacionais nas escolas do século XXI. As práticas educacionais de escolarização e ensino nas escolas primárias alemãs são orientadas pela individualização, autoavaliação, posicionamento descentralizado do professor, tarefas de resolução de problemas e autorreflexão e, ao mesmo tempo, por uma estimativa de coletividade processada ao longo da aprendizagem entre pares e o ensaio da democracia. Essas várias práticas podem ser rastreadas até uma genealogia e às ideias da Educação Progressista do início do século XX. Embora posicionada como um discurso marginalizado no século XX, a Educação Progressista hoje em dia pode ser vista como a resposta para os problemas sociais atuais e espera-se que corresponda bem aos desafios reais da escola. A instituição enfrenta diversidade de contextos culturais e sociais de seus alunos, e expectativas de chances justas e iguais de aprendizado em um mundo globalizado, e, portanto, competitivo e marcado. O artigo apresenta trechos de um estudo etnográfico de uma escola primária sócio problemática do centro da cidade, onde o conceito e as ideias da Educação Progressista e, em particular, de Peter Petersen foram renovados para abrir possibilidades de aprendizagem, educação e Bildung em toda a instituição.

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“…Several forms of short‐term ethnographies have become increasingly popular for studying organizational settings (e.g. Imas and Weston, ; Jeffrey and Troman, ; Lee and Gregory, ; Nicolini, ; Pink and Morgan, ; Wulf et al, ). While conventional ethnography is usually based on long‐term observations to provide an understanding based on the perspectives of people in the field (Bailey, : 2, 205; Gobo, ), short‐term ethnographies try to achieve this understanding in the field in much shorter periods of time.…”

Section: Introductionmentioning

confidence: 99%

Preparing for the Field by Topics: A Systems Theory Inspired Strategy for Improving Social Access

Grothe‐Hammer

2016

Syst. Res

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This paper presents a preparation strategy for ethnographic field stays that seeks to speed up the process of gaining social access (after physical access) to the participants in the field by a thematic preparation for the stay. We build on our experiences of an ethnographic inquiry as well as on autopoietic systems theory by Niklas Luhmann. We shall argue that so far, little attention has been given to possibilities of preparation of topics of communication with field participants in the foregoing of a stay. However, the existing methodological literature in this respect so far focuses mainly on the preparation of professional topics for communication. We want to add to these strategies and propose to gain knowledge about possibly acceptable topics for sociable communication in the field by conducting ex ante interviews with existing gatekeepers. Researchers can therefore prepare those topics to quickly gain social access in the field.

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Unpacking recognition and esteem in school pedagogies

Cited by 13 publications

References 13 publications

Creating the Recognition of Heterogeneity in Circle Rituals: An Ethnographic Study in a German Primary School

Creating the Recognition of Heterogeneity in Circle Rituals: An Ethnographic Study in a German Primary School

Interruption as a crisis. Discourse and practices of progressive education

Preparing for the Field by Topics: A Systems Theory Inspired Strategy for Improving Social Access

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