Sense of Community and Social Heterogeneity in the First Year of School Enrolment in Reform-Oriented Secondary Schools
The project "Sense of Community and Social Heterogeneity in the First Year of School Enrolment in Reform-oriented Secondary Schools.Ethnographic Case Studies on Recognition Relationships in Individualized Cultures of Learning (GemSe)" conducted ethnographic case studies on recognition relationships in individualized cultures of learning in entry classes in secondary schools in Bremen an Berlin recruiting students from mixed social backgrounds, and taking account of this circumstance by offering concepts with pedagogically well-defined profiles.
Research alliance of DIPF with the University of Bremen and the Georg-August-Universität Göttingen, chaired by
The abolition of the Hauptschule (the lowest form of secondary school in Germany) and establishing of socially integrative secondary schools is narrowly connected to the political aim of advancing equal opportunities in education and preventing social segregation. The project provided a framework for assessing entry classes in secondary schools recruiting students from mixed social backgrounds, and taking account of this circumstance by offering concepts with pedagogically well-defined profiles.
The project aimde to reconstruct the cultures of learning in such entry classes (Bremen: 5th academic year; Berlin: 7th year, respectively learning groups from mixed academic years). Comparative case studies were conducted to elicit how social heterogeneity was specifically dealt with, and how it was possible to create a sense of belonging together despite all differences. The study focused on questions of practices of individualized learning, but even more the aspect of measures taken to create a sense of community and social integration. Based on an ethnographic design, video-based observations were carried out to assess how in pedagogical practices, in teachers’ dealings with students and in the behavior among peers, recognition served to deal with differences among students (particularly regarding their social background, but also regarding to other factors), how these differences were reproduced and newly constructed, and how opportunities for participation were established. Case studies relating to eight learning groups from each two secondary schools in Bremen and Berlin (i.e. two learning groups per school) were subsequently contrasted. The project lasted two years, comprising four assessment waves (data collecting alternating with subsequent evaluation). The assessment procedure was based on the grounded theory method, supplemented by reconstructive analyzes of selected data material.
- Prof. Dr. Till-Sebastian Idel und Anna Schütz (University of Bremen)
- Prof. Dr. Kerstin Rabenstein und Julia Steinwand (Georg-August-Universität Göttingen)
- und (German Institut for International Educational Research, DIPF)
- und (Universität Bremen)
Funded by the Federal Ministry of Education and Research (BMBF) within the Program "Equal opportunities and participation. Social change and support strategies".
10/2011 - 11/2013
|Research topic:||Ethnographic Research in Education|
|Department:||Research Library for the History of Education|