Fakultät für Geistes- und Sozialwissenschaften

Die vielbeschworene Zwischenkriegszeit nach dem Ersten und vor dem Zweiten Weltkrieg war auch für die deutsch-türkischen Beziehungen eine Phase des Dazwischen: Sie reichte von der Gründung nationalstaatlicher Republiken in Deutschland und der Türkei samt ihren umfassenden gesellschaftlichen und politischen Veränderungen bis in die Jahre des NSRegimes und der Regierung Atatürks. Vor diesem Hintergrund untersucht die vorliegende Studie das in deutschen Schulbüchern für die Fächer Geschichte und Erdkunde vermittelte und als tradierungswürdig erachtete Wissen über die Türkei. Dabei wird deutlich, wie sehr Schulbuchwissen an der Reproduktion überkommener Stereotype teilhatte, aber auch an der Erzählung, die von der „langen Vergangenheit“ der „Bindung zwischen unseren beiden Völkern“ (Theodor Heuss) handelt.

The paper investigates recent transnational and trans-disciplinary knowledge trajectories on the basis of scholarly journals by focusing on the contemporary relationships, commonalities and differences between education research and educational psychology in three European countries: Germany, Italy and the United Kingdom. We investigate
how education research and educational psychology are composed regarding authors, research topics and methodological standards. We also are interested in analysing how these disciplines are formed according to their mutual recognition and their specific communication patterns. The investigation is based on 70 more recent volumes of eight journals of education research and educational psychology, which are analysed according to social and disciplinary affiliation of authors and
the methodological focus of articles. As a preliminary result of work in progress we identify different research patterns regarding nations and cultures on the one Hand and regarding disciplines on the other.

The process of Europeanisation is closely linked to the process of an emerging European Educational Research Area and an education research identity. The European Conferences on Educational Research (ECER), European Educational Research Association (EERA) and its networks are involved in new directions and strands of educational research in particular European nations as well as in processes to construct a common European Educational Research Area. ECER to a large extent contributes to such developments both as observer and actor. Against the background of diverse functions and contexts of ECER for communication on and development of educational research in Europe, the authors describe some small-scale research studies about ECER that have been carried out during the past ten years dealing with attendance motives and assessments of ECER, and provide content analyses of proposal abstracts of ECER. In doing so, they would like to present a mirror to EERA at its 20th anniversary that could contribute to further systematic self-observation and selfgovernance of EERA and ECERs as vivid, inspiring, powerful, discursive, democratic and scholarly high-standing conferences in the future. Europeanisation and the Idea of a European Educational Research Area The idea of a European Educational Research Area has led to a number of significant discussions within the European community of education researchers, particularly within the Council of the European Educational Research Association (EERA) and the European Educational Research Journal (EERJ). To establish an effective contribution of education research to an emerging European Educational Research Area, knowledge locked into both national research and educational systems should be released. This implies a need to investigate the different disciplinary cultures (theoretically and methodologically) as well as to capture the impacts of processes of Europeanisation and globalisation upon contemporary education research in Europe. The process of Europeanisation is a significant factor in the new global context of research. Generally speaking, Europeanisation could be seen as an effect created by policy formation within the distinct structures of governance associated with the European Union (EU). But Europeanisation could also be found in other processes-for example, in the convergence of problems due to the pressures of global academic work and communication and in the ways in which new adaptive processes are being shared by researchers in newly generated associative and network activities in Europe. In this respect, analyses on networks became prominent not only in general respects, but also with regard to promoting network research on education, and to increasing the mobility of researchers (Sirota et al, 2002).

The process of Europeanisation is closely linked to the process of an emerging European Educational Research Area and an education research identity. The European Conferences on Educational Research (ECER), European Educational Research Association (EERA) and its networks are involved in new directions and strands of educational research in particular European nations as well as in processes to construct a common European Educational Research Area. ECER to a large extent contributes to such developments both as observer and actor. Against the background of diverse functions and contexts of ECER for communication on and development of educational research in Europe, the authors describe some small-scale research studies about ECER that have been carried out during the past ten years dealing with attendance motives and assessments of ECER, and provide content analyses of proposal abstracts of ECER. In doing so, they would like to present a mirror to EERA at its 20th anniversary that could contribute to further systematic self-observation and selfgovernance of EERA and ECERs as vivid, inspiring, powerful, discursive, democratic and scholarly high-standing conferences in the future. Europeanisation and the Idea of a European Educational Research Area The idea of a European Educational Research Area has led to a number of significant discussions within the European community of education researchers, particularly within the Council of the European Educational Research Association (EERA) and the European Educational Research Journal (EERJ). To establish an effective contribution of education research to an emerging European Educational Research Area, knowledge locked into both national research and educational systems should be released. This implies a need to investigate the different disciplinary cultures (theoretically and methodologically) as well as to capture the impacts of processes of Europeanisation and globalisation upon contemporary education research in Europe. The process of Europeanisation is a significant factor in the new global context of research. Generally speaking, Europeanisation could be seen as an effect created by policy formation within the distinct structures of governance associated with the European Union (EU). But Europeanisation could also be found in other processes-for example, in the convergence of problems due to the pressures of global academic work and communication and in the ways in which new adaptive processes are being shared by researchers in newly generated associative and network activities in Europe. In this respect, analyses on networks became prominent not only in general respects, but also with regard to promoting network research on education, and to increasing the mobility of researchers (Sirota et al, 2002).

The paper investigates recent transnational and trans-disciplinary knowledge trajectories on the basis of scholarly journals by focusing on the contemporary relationships, commonalities and differences between education research and educational psychology in three European countries: Germany, Italy and the United Kingdom. We investigate how education research and educational psychology are composed regarding authors, research topics and methodological standards. We also are interested in analysing how these disciplines are formed according to their mutual recognition and their specific communication patterns. The investigation is based on 70 more recent volumes of eight journals of education research and educational psychology, which are analysed according to social and disciplinary affiliation of authors and the methodological focus of articles. As a preliminary result of work in progress we identify different research patterns regarding nations and cultures on the one hand and reg...

Drawing on Basil Bernstein’s (1996, 1999) analysis, Whitty and Furlong (2017) identify two academic knowledge traditions in the study of education. Singulars include hermeneutic-philosophical German educational thought, whilst an example of a regional is the new science of education (NSE) which promises to find out ‘what works’ through the application of rigorous research, typically in the form of randomised controlled trials and systematic reviews. Academic traditions contrast with practical traditions, amongst them the ‘competencies and standards’ model ascendant under neoliberalism and integrated traditions which try to bring the academic and the practical together.Both singular and regional academic knowledge traditions are more distant from practice than practical or integrated ones. In this study, we apply Bernstein’s (1990, 1996) account of the pedagogic device to the pedagogising of academic knowledge, by which it is selected and adapted by various intermediaries or brokers ...

The paper investigates recent transnational and trans-disciplinary knowledge trajectories on the basis of scholarly journals by focusing on the contemporary relationships, commonalities and differences between education research and educational psychology in three European countries: Germany, Italy and the United Kingdom. We investigate how education research and educational psychology are composed regarding authors, research topics and methodological standards. We also are interested in analysing how these disciplines are formed according to their mutual recognition and their specific communication patterns. The investigation is based on 70 more recent volumes of eight journals of education research and educational psychology, which are analysed according to social and disciplinary affiliation of authors and the methodological focus of articles. As a preliminary result of work in progress we identify different research patterns regarding nations and cultures on the one hand and regarding disciplines on the other.

We compare national education policy responses to the COVID-19 pandemic in England, Germany and Italy to explore negotiations about the public good and identify the role that research has played in framing, legitimating and rendering trustworthy the settlements reached. National data, comprising news media reports and publically available documents, are analysed and compared to identify debates about the public good and their consequences within and across national contexts. Our analysis contrasts policy contexts on three dimensions: (a) the range of interests included in debates; (b) the form and locus of decision-making; and (c) public acceptance of policy during implementation. These are related to processes of depoliticising debate and politicising research evidence in each context, as factions position themselves as trustworthy. We suggest that the way research is seen to inform decision-making during crises such as the current COVID-19 pandemic has enduring consequences for pu...

The paper investigates recent transnational and trans-disciplinary knowledge trajectories on the basis of scholarly journals by focusing on the contemporary relationships, commonalities and differences between education research and educational psychology in three European countries: Germany, Italy and the United Kingdom. We investigate how education research and educational psychology are composed regarding authors, research topics and methodological standards. We also are interested in analysing how these disciplines are formed according to their mutual recognition and their specific communication patterns. The investigation is based on 70 more recent volumes of eight journals of education research and educational psychology, which are analysed according to social and disciplinary affiliation of authors and the methodological focus of articles. As a preliminary result of work in progress we identify different research patterns regarding nations and cultures on the one hand and reg...

Mit einer Nutzung in über 85% der Grundschulen zählt Antolin zu den in Deutschland beliebtesten digitalen Lernplattformen zur Förderung von Lesekompetenz. Auch weil Antolin hierbei in zunehmendem Masse direkt in schulweite digitale Infrastrukturen (Schulinformationssysteme) integriert wird, kann es als wirkmächtiges Element der wachsenden «Datengetriebenheit» von Schule verstanden werden, wurde aber bislang kaum als solches kritisch reflektiert. Diese Forschungslücke möchte der vorliegende Beitrag schliessen, indem er die Plattform als Erzeugung einer designbasierten, datafizierten und datafizierenden Form digitaler Bildungswelt in den Blick nimmt. Während die Plattform dabei einerseits erst aus dem vermittelten Zusammenspiel unterschiedlichster Praktiken (von Buchverlagen, Lehrpersonen, Schülerinnen und Schülern etc.) hervorgebracht wird, so erzeugt sie andererseits ein relationales, von Daten und Algorithmen geprägtes Gesamtgefüge, welches die genannten Praktiken auf spezifische W...

Positionspapier zur Weiterentwicklung der KMK-Strategie ‹Bildung in der digitalen Welt› Pädagogik Zeitschrift für Theorie und Praxis der Medienbildung Medien www.medienpaed.com > 29.11.2021 Positionspapier zur Weiterentwicklung der KMK-Strategie ‹Bildung in der digitalen Welt› Pädagogik Zeitschrift für Theorie und Praxis der Medienbildung Medien www.medienpaed.com > 29.11.2021 6 Positionspapier zur Weiterentwicklung der KMK-Strategie ‹Bildung in der digitalen Welt› Pädagogik Zeitschrift für Theorie und Praxis der Medienbildung Medien www.medienpaed.com > 29.11.2021

Die Autorin zeichnet in ihrer Netzwerkanalyse umfassend nach, wer mit wem in Deutschland zum Thema "Digitalisierung und Bildung" in Beziehung steht. Das akribische Zusammentragen dieser Informationen und die tabellarische Darstellung der einzelnen berichte und Akteure verweist auf das enge Beziehungsgeflecht, mit dem sich die Bildungspolitik in Deutschland umgeben hat. (DIPF/Orig.)

Der vorliegende Beitrag adressiert die Frage, inwieweit bestimmte Steuerungsvorstellungen, -modelle und -praktiken die zunehmende Datafizierung und Digitalisierung im Bildungssektor auf den verschiedenen Steuerungsebenen prägen, und thematisiert hierbei das Beispiel von Schulmonitoringsystemen in Schulbehörden auf Bundeslandbzw. Bundesstaatenebene. Es werden Ergebnisse eines laufenden DFG-Projektes vorgestellt, das anhand von Fallstudien in Deutschland und den USA die zunehmende Expansion und Zentralisierung digitaler Schulmonitoringsysteme (z. B. durch die Einrichtung zentraler Schulverwaltungssoftware, die Zusammenführung unterschiedlicher Leistungsdaten usw.) untersucht, um mehr über das „Wie“ der jeweiligen Datenproduktion, -verarbeitung und -nutzung zu erfahren. Wie die Ergebnisse zeigen, liegen der technischen Vorstellung und auch der Außendarstellung von Schulmonitoringsystemen zwar oftmals simplifizierte Regelkreismodelle zugrunde; in der Praxis handelt es sich jedoch um ein...

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Over the last decade, self-organized refugee protests in Europe have increased. One strand of activism in Europe, nobor-der, involves a transnational network of people who are heterogeneous with regards to legal status, race, or individual history of migration, but who share decolonial, anti-capitalist ideals that criticize the nation-state. Noborder activists embrace prefigurative strategies, which means enacting political ideals in their everyday life. This is why this article asks: How do noborder activists try to meet their political ideals in their everyday practices, and what effects do these intentions entail? Noborder practices take place at the intersection of self-organization as a reference to migrants' legal status or identity, on the one hand, and self-organization as anti-hierarchical forms of anarchist-autonomous organization, on the other. On the basis of empirical findings of a multi-sited ethnography in Germany and Greece, this article conceptualizes that noborder creates a unique space for activists to meet in which people try to work productively through conflicts they see as being produced by a global system of inequalities. This demanding endeavor involves social pressure to self-reflect and to transform interpersonal relationships. Broader society could learn from such experiences to build more inclusive, heterogeneous communities.