Equality or Excellenz. On the Simultaneity of Counter-Directional Rationalities in the German Education System

平等或卓越。

• 批准号: 199421025
• 负责人: Professor Dr. Ulrich Bröckling
• 金额: --
• 依托单位: Institut für Soziologie
• 依托单位国家: 德国
• 项目类别: Research Units
• 财政年份: 2011
• 资助国家: 德国
• 起止时间: 2010-12-31 至 2019-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/199421025?language=en
• 关键词: Equality; Excellenz.; Simultaneity; Counter; Directional

Looking at the social construction of equality and excellence, the project examines the discursive formation and practical effects of two rationalities in the contemporary system of education in Germany that are both political and counter-directional. Taking up the theoretical position of Governmentality Studies and the system theory, the project analyses the rules of justification these counter-directional rationalities refer to, their intended and unintended effects, and their mutual interferences. The study also reveals the mechanisms of constructing distinction and coherence, inclusion and exclusion in the education system, and how they are organized.While the first phase considered levels of rationalities, the second phase (applied for here) will firstly analyse the institutional practices and forms of subjectivation associated with excellence and equality tendencies, and secondly analyse critiques of these tendencies and potential crisis points. In contrast to organisation-based research that revolves around institutions and agents, this study will examine which practices schools and colleges use to make organisational distinctions in terms of excellence and equality. In this way it becomes possible to describe the struggles within the education system that accompany the opposing tendencies of excellence on the one hand and equality on the other. At the level of subjectivation, this project will show the forms in which the claims for equality and excellence are translated into individual demands on teachers and students.

该项目着眼于平等和卓越的社会建设，考察了德国当代教育体系中两种既具有政治性又具有反方向性的合理性的话语形成和实际影响。本研究站在治理学和系统论的理论立场上，分析了这些反向理性所指的正当性规则、它们的预期和非预期效果以及它们之间的相互干扰。本研究还揭示了教育系统中建立区别与一致、包容与排斥的机制及其组织方式，第一阶段考虑的是合理性的层次，第二阶段（此处适用）将首先分析与卓越和平等倾向相关的制度实践和主体化形式，其次分析对这些倾向的批评和潜在的危机点。与围绕机构和代理人的基于组织的研究相反，这项研究将研究学校和学院使用哪些做法来在卓越和平等方面进行组织区分。这样，就有可能描述教育系统内的斗争，这种斗争伴随着一方面追求卓越和另一方面追求平等的对立趋势。在主体化层面，本项目将展示平等和卓越的要求转化为对教师和学生的个人要求的形式。