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Kraus, A. & Rodriguez Sieweke, L. (2018). Introduction. In: Lara Rodriguez Sieweke (Ed.), Learning Scenarios for Social and Cultural Change: «Bildung» through Academic Teaching (pp. 7-11). London, New York: Peter Lang Publishing Group
Open this publication in new window or tab >>Introduction
2018 (English)In: Learning Scenarios for Social and Cultural Change: «Bildung» through Academic Teaching / [ed] Lara Rodriguez Sieweke, London, New York: Peter Lang Publishing Group, 2018, p. 7-11Chapter in book (Refereed)
Abstract [en]

Research on university within the humanities, and cultural and educational sciences is relatively rare and has mostly been neglected in the general discourses on university (e.g., see Heinrich 1987, Hug 1996, Bourdieu 2002, and Derrida 2004). Among other disciplines, the arts have had representatives such as Beuys, Böll, Staeck and Eliasson, who have been involved in both the conceptualization and creation of universities. The latter takes up the importance of the experiment. In Eliasson’s words, “by engaging in experimentation we can challenge the norms we live by.” Eliasson, supported by the Berlin University of the Arts, founded the Institut für Raumexperimente e.V. (Institute for Spatial Experiments), a project which collaborated with numerous international universities and institutions, and aimed at investigating various “learning situations of uncertain certainty.” Furthermore, the institute aimed to integrate a “multiplicity of voices” and to establish “a school of questions rather than of answers.”

We depart from the fundamental idea of university as being deeply connected to the ideal of Bildung, and to cultural (democratic) values.

Place, publisher, year, edition, pages
London, New York: Peter Lang Publishing Group, 2018
Series
Erziehungskonzeptionen und Praxis
Keywords
University research, University, Bildung, General Arts
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-70363 (URN)2-s2.0-85055566177 (Scopus ID)9783631729304 (ISBN)
Available from: 2018-02-01 Created: 2018-02-01 Last updated: 2019-05-27Bibliographically approved
Kraus, A. (2018). Lernen als Responsivitätsgeschehen: Schweigendes Wissen als Referenz für ein phänomenologisches Bildungskonzept. In: : . Paper presented at Die 10. Tagung des Forschungsnetzwerkes Implizites Wissen (FORIM) - Dialogue Im Dialog mit der Situation: Zur Beziehung zwischen Wahrnehmen, Handeln und Entscheiden, Vienna, Austria, October 5-6, 2018.
Open this publication in new window or tab >>Lernen als Responsivitätsgeschehen: Schweigendes Wissen als Referenz für ein phänomenologisches Bildungskonzept
2018 (German)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [de]

Phänomenologisch betrachtet antworten wir in jeder unserer Wahrnehmungen auf etwas, das uns angeht, anregt, anspricht, etc. In unserem Handeln gehen wir also auf einen Fremdanspruch ein, greifen bereits Bestehendes auf, treten in einen Dialog ein etc. Solche Responsivitäterlegt dem Handeln den Charakter eines Moderierensauf (Waldenfels 1994, 82f. und 447f.) und „Handlungen lassen sich [...] danach bewerten, ob sie den `Anforderungen einer Person oder Sache gerecht werden ́, ob sie etwas aus dem Gegebenen machen.“(Ibid., 133) In seinem Responsivitätskonzept entwickelt Waldenfels die Vorstellung, dass der Körper auch sämtliche symbolische Medien ablösen und zum alleinigen Medium werden kann(ibid., 467); er führt hierzu Polanyis Beispiel des Fahrrad fahrens und schweigendes Wissen an. Eine gegebene Herausforderung wird dann findig bewältigt und ein funktional und anschaulich schlüssiges Ergebniswird erzielt. Auch greift Waldenfels Husserls (1950, 98 und 259) Gedankenauf, dass wir unser Handeln nicht einfach zum Einsatz bringen, sondern dass sich darin auch immer etwasin Szene setzt. Ihn interessiertbesonders, inwieweit es möglich ist, sich auf Fremdes einzulassen, ohne es durch Aneignung aufzuheben.

Dieser Beitrag widmet sich dem phänomenologischen Bildungskonzept: Nach diesem wird Bildung als ebensolcher Umgang mit dem Fremden und mit Negativität verstanden(vgl. Gadamer 1972, Benner 2005, Meyer-Drawe 2008). Erkannt wird, dass im Lernen Negativität erfahrenwird, also eigenes (Noch) Nicht Wissen, eigenes Ungenügen, eine Erfahrung des (Noch) Unbekanntengemacht. Auch Gelerntes markiertjeweils eine bestimmte Form von Differenz. Fremdheit und Differenz lassen sich allerdings nur relational begreifen, ohne distinkt präzisier-bare Bedeutungähneln sie ehereinem semantischen Knoten unterschiedlicher, assoziativ ineinandergreifender Sinnebenen (vgl. Schneider 2018): Signaturen des Anderen (vs. des Eigenen), des Unbekannten, des Deplatzierten, des Unverständlichen, des Faszinierenden und Exotischen,des Unheimlichen und Unvertrauten. Weniger das Fremde selbst, als vielmehr die Relationalität von Fremdem und Eigenemsetzt sich also in unserem Handeln in Szeneund lässt sich edukativ bearbeiten; dabei ist der Dialog eine Möglichkeit unter anderen.

Keywords
Tacit Knowledge, Responsivity, Schweigendes Wissen, Responsivität
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-78199 (URN)
Conference
Die 10. Tagung des Forschungsnetzwerkes Implizites Wissen (FORIM) - Dialogue Im Dialog mit der Situation: Zur Beziehung zwischen Wahrnehmen, Handeln und Entscheiden, Vienna, Austria, October 5-6, 2018
Available from: 2018-10-06 Created: 2018-10-06 Last updated: 2018-10-26Bibliographically approved
Kraus, A. (2018). Sensitive Threshold: Awakening Aspects of the Corporeal-Auditive Reflexivity of Teenagers in the Classroom. In: Lara Rodriguez Sieweke (Ed.), Learning Scenarios for Social and Cultural Change: «Bildung» through Academic Teaching (pp. 203-216). London & New York: Peter Lang Publishing Group
Open this publication in new window or tab >>Sensitive Threshold: Awakening Aspects of the Corporeal-Auditive Reflexivity of Teenagers in the Classroom
2018 (English)In: Learning Scenarios for Social and Cultural Change: «Bildung» through Academic Teaching / [ed] Lara Rodriguez Sieweke, London & New York: Peter Lang Publishing Group, 2018, p. 203-216Chapter in book (Refereed)
Abstract [en]

This article refers to humanistic European pedagogy and didactics as an explicit normative framework for the modelling of classroom education. In continuation of this approach and at the same time as a critique of its normativity, it will be argued that many relevant aspects of the knowledge that is decisive for our acting, intuitions, preferences, and decisions defy articulation. As tacit dimensions they influence the questions we ask, successful or failed learning processes, and precarious or promising personality development. Bodily phenomenological research explores these dimensions.

Making use of an example of art-based didactics, which follows the idea of phenomenological research in education, the question is raised as to how corporeality forms an integral moment of learning processes. Especially of interest is the reflexivity created in a specific art-based project space in terms of distinct learning effects. The project space is constituted by the interactive sound installation Sensitive Threshold that the author developed as a means of learning, didactics, and art-based research for exploring the corporeal, auditive, and artistic modes of learning and reflexivity. The concept of Sensitive Threshold was influenced by the work of the author as a teacher at the Free Comenius School Darmstadt (grades 1-9) in 2003. This free school applies humanist pedagogy and didactics in the tradition of John Amos Comenius.

Place, publisher, year, edition, pages
London & New York: Peter Lang Publishing Group, 2018
Series
Erziehungskonzeptionen und Praxis
Keywords
Tacit knowledge, corporeal reflexivity, media, art-based research, art-based learning, intercultural education
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-70360 (URN)2-s2.0-85055553962 (Scopus ID)9783631729304 (ISBN)9783631729298 (ISBN)9783631729281 (ISBN)
Available from: 2018-02-01 Created: 2018-02-01 Last updated: 2019-05-27Bibliographically approved
Kraus, A. (2018). The Pupil in Didactics and the Practice Theory Approach. In: : . Paper presented at Didactics and Curriculum in Complicated Dialogue Seminar, Jan 25-26, 2018, Odense.
Open this publication in new window or tab >>The Pupil in Didactics and the Practice Theory Approach
2018 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

In English-speaking countries, Didactics counts as theory of instruction (cp. Fitch 1880), still carrying the meaning of teaching moral contents and of putting the pupils initiatives aside. In this presentation, the models of the pupil´s role within Didactics will be followed up and, by this, a quite different image will be presented.

Keywords
didactics, pupil´s role, participative approaches, progressive education
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-70406 (URN)
Conference
Didactics and Curriculum in Complicated Dialogue Seminar, Jan 25-26, 2018, Odense
Available from: 2018-02-01 Created: 2018-02-01 Last updated: 2018-02-02Bibliographically approved
Kraus, A. (2018). Was sich wie an Praktiken zeigt: eine Studie zur Performativität und Phänomenologie von sozialem und sozial distanziertem Handeln (1ed.). In: Maud Hietzge (Ed.), Interdisziplinäre Videoanalyse: Rekonstruktionen einer Videosequenz aus unterschiedlichen Blickwinkeln (pp. 231-254). Opladen, Farmington Hills: Verlag Barbara Budrich
Open this publication in new window or tab >>Was sich wie an Praktiken zeigt: eine Studie zur Performativität und Phänomenologie von sozialem und sozial distanziertem Handeln
2018 (German)In: Interdisziplinäre Videoanalyse: Rekonstruktionen einer Videosequenz aus unterschiedlichen Blickwinkeln / [ed] Maud Hietzge, Opladen, Farmington Hills: Verlag Barbara Budrich, 2018, 1, p. 231-254Chapter in book (Refereed)
Abstract [de]

An der vorliegenden Videosequenz springt die wohlbekannte Tatsache förmlich ins Auge, dass Nähe und Distanz, Inklusion und Exklusion, Akzeptanz und Ablehnung, Angepasstheit und Protest, kurz diverse Formen der An- und Abwesenheit, zentrale Strukturmomente des sozialen Lebens resp. sozialer und sozial distanzierter Praktiken sind.

Zugleich sind An- und Abwesenheit prägnante Kennzeichen methodischer Verfahren (vgl. Fuery 1995). In meinem Beitrag wird dies für die leibphänomenologische Methodologie sowie für methodologische Schlussfolgerungen gezeigt, die sich aus dem aktuellen Performativitätsdiskurs ableiten lassen. - Worin bestehen unter empirischer Perspektive Parallelen und wo Unterschiede zwischen den beiden Methodologien? Was ergibt sich daraus für die Analyse der vorliegenden Videosequenz? Was kann diese Filmanalyse zur näheren Bestimmung der beiden methodologischen Ansätze beitragen?

Die Analyse der Filmsequenz gilt also nicht allein deren Themen (wie etwa Schulhofgestaltung, Pausenaktivitäten etc.). Sie ist auch mit methodologischen und methodischen Fragen befasst, und zwar erstens mit solchen, die an den aktuellen Diskussionsstand einer phänomenologisch ausgerichteten Praktikenforschung anschließen, Zweitens geht es um Fragen, die mit einer Praktikenforschung verbunden sind, die am aktuell geführten Performativitätsdiskurs orientiert ist. Die Darlegung dieser beiden Ansätze wird daher in diesem Beitrag einen relativ großen Raum einnehmen.

Place, publisher, year, edition, pages
Opladen, Farmington Hills: Verlag Barbara Budrich, 2018 Edition: 1
Series
Sozialwissenschaftliche Ikonologie: Qualitative Bild- und Videointerpretation ; 2
Keywords
Videography, child´splay, bodily phenomenological approach, performativity, research on practices, Videographie, Kinderspiel, leibphänomenologische Methodologie, Performativität, Praktikenforschung
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-73592 (URN)978-3-8474-0058-5 (ISBN)978-3-8474-0316-6 (ISBN)
Projects
Tacit Dimensions of Pedagogy
Available from: 2018-04-24 Created: 2018-04-24 Last updated: 2018-04-25Bibliographically approved
Kraus, A. (2017). Anforderungen an eine Wissenschaft für die Lehrer/innen/bildung (1ed.). In: Nanna Lüth (Ed.), vorausgesetzt: Kunst/Pädagogik und ihre Bedingungen (pp. 22-33). Berlin: revolver
Open this publication in new window or tab >>Anforderungen an eine Wissenschaft für die Lehrer/innen/bildung
2017 (German)In: vorausgesetzt: Kunst/Pädagogik und ihre Bedingungen / [ed] Nanna Lüth, Berlin: revolver , 2017, 1, p. 22-33Chapter in book (Refereed)
Abstract [de]

Erstaunlich ist, dass seit jeher sehr viel darüber spekuliert wurde, was Pädagogik und Didaktik erreichen sollen, wir aber wenig über Praktiken, auch unterrichtlicher Praktiken in den pädagogischen Feldern wissen. Die neue erziehungswissenschaftliche Praktikenforschung gibt sich gerade erst eine Form, ist aber noch weit entfernt davon, Mainstream zu sein. Entsprechend theoriearm sind bislang praxisorientierte Ansätze zur Lehrer*innenbildung.

Im Rahmen empirischer Lehr-Lernforschung werden heute vielmehr im großen Stil, bspw. an Ergebnissen der Schuleffektivitätsforschung orientiert, Ansätze zur Standardisierung der Schulpädagogik und der Lehrer*innenbildung entwickelt. Diese werden breitflächig durch diverse Evaluationsprojekte vorangetrieben, in denen die Faktoren, die Lehr- und Lernprozesse bedingen, anhand von erwünschten Lernergebnissen festgestellt und gemessen werden. Hier werden auch ein Berufsethos und das Kompetenzprofil des „guten Lehrers“, der „guten Lehrerin“ festgelegt. Insbesondere von bildungspolitischer Seite und im Rahmen der empirischen Bildungsforschung wird die Auffassung vertreten, dass sich die Qualität von Schulunterricht mittels normativer Vorgaben und anhand anderer, etwa steuerungstheoretisch fundierter Konzepte verbessern lasse.

In diesem Beitrag soll die unter sehr ungleichen Voraussetzungen geführte Kontroverse um pädagogisches Wissen und Können als Bildungsaufgabe zur Seite der heute realpolitisch kaum lancierten Position der erziehungswissenschaftlichen Praktikenforschung hin aufgelöst werden. Im Folgenden wird eben diese als die Perspektive näher bestimmt, unter der sich pädagogisches Wissen und Können beforschen lassen.

Dabei wird von einem fundamentalen Desiderat der Forschung ausgegangen, das selten in den Blick tritt, aber weitere Desiderate nach sich zieht: Grundsätzlich ist die Rolle von Theorie und Wissenschaft in Bezug auf die bei der Ausübung des Lehrberufs zu erbringenden Leistungen nicht geklärt. 

Place, publisher, year, edition, pages
Berlin: revolver, 2017 Edition: 1
Keywords
Research on practices, pedagogical logic, pedagogical antinomies, research theory, teacher education, Praktikenforschung, pädagogische Logik, pädagogische Antinomien, Wissenschaftstheorie
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-73593 (URN)978-3-95763-389-7 (ISBN)
Projects
Tacit Dimensions of Pedagogy
Available from: 2018-04-24 Created: 2018-04-24 Last updated: 2018-04-25Bibliographically approved
Kraus, A., Palm, L., Taylor, C. & Hummel, S. (2017). Body Matters: Innovative Epistemological Approaches to Scientific and Practical Knowledge in Pedagogy. In: Presented at: 46th European Conference on Educational Research ECER 2017 “Reforming Education and the Imperative of Constant Change: Ambivalent Roles of Policy and Educational Research", 22-25 Aug, Copenhagen: . Paper presented at 46th European Conference on Educational Research ECER 2017 “Reforming Education and the Imperative of Constant Change: Ambivalent Roles of Policy and Educational Research", 22-25 Aug, Copenhagen.
Open this publication in new window or tab >>Body Matters: Innovative Epistemological Approaches to Scientific and Practical Knowledge in Pedagogy
2017 (English)In: Presented at: 46th European Conference on Educational Research ECER 2017 “Reforming Education and the Imperative of Constant Change: Ambivalent Roles of Policy and Educational Research", 22-25 Aug, Copenhagen, 2017Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Investigating educational realities by referring to descriptive concepts and definitions and doing work on the empiricism of their shaping-ups in educational realities seems to be the dominant mode of today´s educational investigations. Moreover, representing research results in quantities, metrics and numbers is often seen as the major advantage in scientific research, and as guaranteeing accountability and governance. However, there is no proof that such research serves the further development of reflexivity in the pedagogical fields (cp. Gruschka 2011). On the first glance this seems to be inconsistent, because at the same time there is scientific evidence about the success factors and the good prospects of the models proved by statistics.

This contribution departs from the hypothesis that this evidence is based on false presuppositions. This is to say, the performative accounts of education overshadow the fact that educational practices are ruled by the processing of knowledge, e.g. by materiality and contexts. That is to say, pedagogical concepts are not merely applied, but they are formed out, developed and challenged by practices under specific conditions and with pedagogical or non-pedagogical intentions. It is argued that one can grasp the epistemological dimensions of practices by referring to the concept of the human body. This reference provides central process criteria of practices with educational and didactical intentions. 

Keywords
Displacement, Non-Site, English Language Didactics
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-68309 (URN)
Conference
46th European Conference on Educational Research ECER 2017 “Reforming Education and the Imperative of Constant Change: Ambivalent Roles of Policy and Educational Research", 22-25 Aug, Copenhagen
Projects
Tacit Dimensions of Pedagogy
Available from: 2017-10-11 Created: 2017-10-11 Last updated: 2017-11-03Bibliographically approved
Kraus, A. (2017). Corporeal Linkages between Ethics and Aesthetics as a Task of General Education (Didactics). Culture, Biography & Lifelong Learning, 3(3), 1-11
Open this publication in new window or tab >>Corporeal Linkages between Ethics and Aesthetics as a Task of General Education (Didactics)
2017 (English)In: Culture, Biography & Lifelong Learning, ISSN 2384-3527, E-ISSN 2384-3748, Vol. 3, no 3, p. 1-11Article in journal (Refereed) Published
Abstract [en]

The focus of this contribution is on aesthetic perceptions as practical conditions for learning. More precisely, the implications of the hypothesis of Böhle et al. (2004) on the development of competences will be examined by revealing its parallels to the educational impacts of perception-oriented artworks. According to these authors, the concept of competence has a strong impact also of ethical perception. The relation between aesthetic and ethical perceptions as practical conditions for learning and thus as educational objectives will be examined within the field of Pedagogical Anthropology, here from the body-phenomenological perspective. Moral standards that regulate right and wrong conduct are here measured towards the fact of different images of people. In a situation of moral challenge the question becomes virulent how to adjust one´s image of people to one´s new experiences. This learning and the ability to adaption competence is regarded as central for ethical perception and competence. It is argued that the interpretation of artworks can support such learning and competence-development. Artworks are thus introduced as general didactical means. With the help of the description of an exemplary artwork the phenomenological approach to learning will be deepened and its ethical dimensions will be pointed out. The investigation of the corporeal linkages between ethics and aesthetics as task of education shall pave the way also for further research on learning theories and didactics

Place, publisher, year, edition, pages
Culture, Biography & Lifelong Learning, 2017
Keywords
Competences, Phenomenology, aesthetics, ethics, Pedagogical Anthropology
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-73594 (URN)
Available from: 2018-04-24 Created: 2018-04-24 Last updated: 2019-09-06Bibliographically approved
Kraus, A. (2017). Didactics and the Tacit Dimensions of Competences. In: Presented at: NERA 2017: . Paper presented at NFPF / NERA’s 45th Congress , Learning and Education – Material Conditions and Consequences, 23-25 March, 2017, Copenhagen.
Open this publication in new window or tab >>Didactics and the Tacit Dimensions of Competences
2017 (English)In: Presented at: NERA 2017, 2017Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Digitization appears as a huge education project without responsible. It pretends to provide insight, presence, social relationships and history as the true purpose is to follow the rules of machinery. It has thus a rather clear signature of totalitarianism.

In order to preserve the teacher´s role as a sounding board for too much imaginary and for too rigid orders, I will depart from another, the body-phenomenological practice-theoretical angle: It is a well-experienced phenomenon that “[…] the How of learning retreats into darkness” (Meyer-Drawe 2004: 90). This causes quite severe problems for the teachers in classes of up to 30 pupils. The heterogeneity of the pupils regarding their horizons of experiences, also learning experiences, is to a great deal hidden. Therefore, an individualized competence development is a huge challenge for a single teacher. And, I would like to insist: learning settings should be set up to structure learning and to raise the visibility of probable learning. Mere output-measuring and mystical passivity are in the outskirts of education and pedagogy, but not its core. To teach means to pave the way for a vivid communication in the classroom. The Scylla of a pre-stabilized “order of the things” and “tableaus vivants” (with Jacques Lacan: the real), and the Charybdis of simulacra and hyperrealities always play a certain role in such a communication, but the critical outside-position has urgently to be preserved.  

Keywords
Digitalization, hidden curriculum
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-68310 (URN)
Conference
NFPF / NERA’s 45th Congress , Learning and Education – Material Conditions and Consequences, 23-25 March, 2017, Copenhagen
Projects
Tacit Dimensions of Pedagogy
Available from: 2017-10-11 Created: 2017-10-11 Last updated: 2017-10-18Bibliographically approved
Kraus, A. & Palm, L. (2017). Displacement as a Didactical Strategy: How to use contemporary art methods in school education. In: Presented at ECER 2017: . Paper presented at ECER 2017: Reforming Education and the Imperative of Constant Change: Ambivalent roles of policy and educational research,22-25 Aug, 2017, Copenhagen.
Open this publication in new window or tab >>Displacement as a Didactical Strategy: How to use contemporary art methods in school education
2017 (English)In: Presented at ECER 2017, 2017Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Referring to the artist Robert Smithson, Brohl (2003) unfolds the “displacement” as an (art-)didactical strategy and form of learning, as well as a method of art-based research. On the one hand she recurs to Foucault's interpretation of space and sites as nodal points of disparate discourses, institutional linkages, historical bondings etc. On the other hand she refers to theories of everyday practical acting and to positions of a special branch in art, “Land Art”. Brohl (2008, p.35) writes, “displacement at first describes a spatial relocation of art situated in the institution of the museum and then moved to public spaces. Displacement signifies a change in the understanding of art: The production of art works is replaced by the discursive practices of doing art based on a special location. Moreover, displacement is the special artistic work of the reading of a location by another location, the intuitive relating of materials, information and associations.” Fundamentally, the principle of displacement is based on the reciprocal interpretation of an object (here artwork) and its context. Hereby, not so much the “truth of the things” is the matter. Brohl moreover illustrates how an object invades and also sometimes intervenes in common discourses and semantic fields. In this way new issues can merge into familiarities (vgl, Waldenfels 1999, p. 167). Connections between facts can be built that have not been conceivable before. Via displacement, these discourses can be clarified and reflected. At the same time, discourses can be put into question and so be changed by other, new forms of use of things and their reasonable foundations (cp. Brohl 2008). This is a quite exact description of a learning process… This parallel is used for the practise in a school that uses contemporary art concepts and methods not as a topic of itself but as a method which includes all of the school subjects. In the presentation we will follow, step by step, a teacher manual (working procedure) followed by some pupil examples from a site specific project. It will show and discuss the importance of several languages and text forms such as photography, drawing, sound and body in school education. I will also discuss how contemporary art methods could be of importance regarding analytical skills and reflexivity.

References

Brohl, C. (2003): Displacement als kunstpedagogical Strategie: Vorschlag einer heterotopie- und kontextbezogenen Diskurspraxis des Lehrens und Lernens. Norderstedt: BoD GmbH. 

Brohl, C. (2008): Displacement als ortsbezogene künstlerische Forschungspraxis. In: Brenne, A. (ed.): Zarte Empirie: Theorie und Praxis einer künstlerisch-ästhetischen Forschung. Kassel: Kassel university press, 34–50.

Waldenfels, B. (1999): Vielstimmigkeit der Rede. Studien zur Phänomenologie des Fremden 4. Frankfurt/M.: Suhrkamp.

National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-68593 (URN)
Conference
ECER 2017: Reforming Education and the Imperative of Constant Change: Ambivalent roles of policy and educational research,22-25 Aug, 2017, Copenhagen
Available from: 2017-11-02 Created: 2017-11-02 Last updated: 2018-03-22Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-0328-1971

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