EDUSPACE. School Cultural Space and Migration in Germany and the U.S.A.

教育空间。

• 批准号: 281436693
• 负责人: Professorin Dr. Merle Hummrich
• 金额: --
• 依托单位: Department of Education Policy Studies
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2015
• 资助国家: 德国
• 起止时间: 2014-12-31 至 2019-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/281436693?language=en
• 关键词: EDUSPACE.; Cultural; Space; Migration; Germany

This application has been submitted in 2013 under the name of Participation, Education and Constructions of Difference. A Cultural Comparative Analysis of Possibility Spaces of Schooling in Germany and the U.S.A..The change of the title, which is now EDUSPACE. School Cultural Space and Migration in Germany and the U.S.A. designates also an adjustment of the projects focus. Though the constructions of students differences still shall be examined in a multi-level international comparative and school cultural analysis, the topic immigration as paradigm of constructing differences is emphasised even more clearly. This topic has only rarely been examined with regards to school cultures and international comparison yet. The project still sticks to the assumption that the U.S.A. and Germany are appropriately contrasting cases, when it comes to contrast different strategies of dealing with the students differences, because of the countries different ways of realising public education; but it specifies in the assumption that this can be understood well with reference to the topic of immigration. The perspective of spatial analysis makes it possible to catch up with the complexity of the studys design, which examines arrangements of order and placement with regards to immigration in the educational system and relates the structural conditions to the classroom interactions an the contained spatial locating performances. The aim is to generate knowledge about contrasting strategies in dealing with immigration and constructing orders of belonging at school. To realise this aim, qualitative data at different levels of social action shall be collected in Pennsylvania, U.S.A, and Germany, Schleswig-Holstein, so that the level of society, region, institution and interaction comes into sight. So the data material includes wording of law, regional and supra-regional regulations, mission statements, Homepages, Interviews with headmasters and teachers and classroom interactions as well. The realisation therefore includes two more specifications, which became possible by the preliminary work between the two applications: firstly, concrete federal states/lands have been chosen, so that secondly there are free capacities for examining the level of interaction, which lets expect active dealing with the spatial possibility structures of society and institutions. Germany and the U.S.A. therefore can be contrasted as two different cases of dealing with immigration and as different possibility spaces of dealing with difference.

该申请于2013年以参与、教育和差异建设的名义提交。德国和美国学校教育可能空间的文化比较分析。名称的改变，现在是EDUSPACE。德国和美国的学校文化空间和迁移也指定了项目重点的调整。虽然学生差异的建构仍需多层次的国际比较和学校文化分析来考察，但作为建构差异范式的主题移民却被更加强调。这一主题很少被研究关于学校文化和国际比较。由于美国和德国实现公共教育的方式不同，因此在对比处理学生差异的不同策略时，该项目仍然坚持这样的假设，即美国和德国是适当的对比案例;但它在假设中指出，这可以通过参考移民问题来理解。空间分析的视角使其能够赶上研究设计的复杂性，研究了教育系统中移民的秩序和安置安排，并将结构条件与课堂互动和所包含的空间定位表现联系起来。其目的是产生知识的对比战略，在处理移民和建设秩序的归属在学校。为了实现这一目标，应在美国宾夕法尼亚州和德国石勒苏益格-荷尔斯泰因州收集不同社会行动水平的定性数据，以便了解社会、地区、制度和互动的水平。因此，数据材料包括法律的措辞，区域和跨区域的法规，使命声明，主页，与校长和教师的访谈以及课堂互动。因此，实现包括两个更多的规范，这是通过两个应用程序之间的初步工作成为可能：首先，已经选择了具体的联邦州/土地，因此，第二，有自由的能力来检查互动的水平，这让我们期待积极处理社会和机构的空间可能性结构。因此，德国和美国可以作为处理移民问题的两个不同案例和处理差异的不同可能性空间进行对比。