Political Literacy in the Migration Society (PLiM).An ethnographic study of political practice in schools (8th grade) in the cities of Berlin, Vienna and Zurich

移民社会的政治素养（PLiM）。对柏林、维也纳和苏黎世城市学校（八年级）政治实践的民族志研究

• 批准号: 324314813
• 负责人: Professor Dr. Paul Mecheril
• 金额: --
• 依托单位: Institut für Erziehungswissenschaft
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2017
• 资助国家: 德国
• 起止时间: 2016-12-31 至 2020-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/324314813?language=en
• 关键词: Political; Literacy; Migration; Society; PLiM

The research project Political Literacy in the Migration Society (PLiM) will investigate the forms and types of political articulation of students in the eighth grade at selected schools in the cities of Berlin, Vienna, and Zurich. Phenomena of transnational migration are most influential for societal urban life. Thus, being educated with regard to issues of the (world) migration society is a fundamental political demand of our times. PLiM analyses and explicates political literacy by collecting and combining three types of data: spontaneous interactive practices in the school context; relevant discourse fragments concerning the migration society in each global city; utterances from stimulus-based group conversations with students.PLiM is designed to analyse the political articulations of students so that forms of political literacy with regard to the conditions of the migration society, their interactive (enabling) conditions, and their effects will become empirically and theoretically evident. Literacy thereby is understood as the context specific handling of linguistically formulated questions and representations of social reality. Against this background, political literacy constitutes the practice of context-relational political articulation, and means reading social reality and referring to it in a meaningful and appropriate way. Thereby it is characterised by knowledge of political issues, a degree of experiential self-reflection relating to this knowledge, as well as arguing appropriate political standpoints. Key research questions are:Which different forms of political articulation do exist in schools in migration society, and which conditions do form the basis of such articulations? Which circumstances do facilitate the development of positive forms of political literacy in the migration society?In order to explore the specific contextual conditions for political education processes without reproducing neither micro-contextualism nor methodological nationalism this study compares and contrasts 12 schools from three global cities (Berlin, Vienna, and Zurich). By means of the complementary comparison of schools in the three cities, as well as the integration of praxeological and discourse-analytical research strategies, the study will make it possible to draw theoretical general and empiric specific conclusions concerning the relationship between the possibility of political literacy and context conditions.In order to examine PL as a context-relational practice in the context of its origin this study will combine mainly the methods of audio-supported participatory observations, ethnographic interviews, discourse analysis, and stimulus-based group conversations.

移民社会中的政治素养研究项目（PLiM）将调查柏林、维也纳和苏黎世等城市选定学校八年级学生的政治表达形式和类型。跨国移徙现象对城市社会生活影响最大。因此，接受有关（世界）移徙社会问题的教育是我们时代的一项基本政治要求。PLiM通过收集和结合三种类型的数据来分析和阐释政治素养：学校背景下的自发互动实践;每个全球城市中关于移民社会的相关话语片段;从刺激为基础的小组对话与学生的话语。PLiM的目的是分析学生的政治表达，使形式的政治素养与移民社会的条件，它们的相互作用（使能）条件及其影响将在经验和理论上变得明显。因此，识字被理解为对语言问题的具体处理和对社会现实的表述。在此背景下，政治素养构成了语境-关系政治表达的实践，意味着阅读社会现实，并以有意义和适当的方式提及它。因此，它的特点是政治问题的知识，一定程度的经验自我反思与这种知识，以及论证适当的政治立场。关键研究问题是：移民社会的学校中存在哪些不同形式的政治表达，以及哪些条件确实构成了此类表达的基础？在移民社会中，什么样的情况确实有助于发展积极形式的政治素养？为了探索政治教育过程的具体语境条件，而不再现既不微观语境主义，也不方法论民族主义，本研究比较和对比12所学校从三个全球城市（柏林，维也纳，和苏黎世）。通过对三个城市学校的互补性比较，以及行为学和话语分析研究策略的整合，本研究将有助于对政治素养的可能性与语境条件之间的关系得出理论上的一般性和经验上的具体结论。本研究将联合收割机主要结合音频支持的参与性观察、民族志访谈、话语分析和基于刺激的小组对话等方法。