Envisaging Transnational Solidarities: A Comparative Study of Europe-rich Schools

团结是当今欧洲争论的一个核心问题，也是一个正在社会科学领域复兴的概念。虽然学术界的注意力已转向饱受危机蹂躏的欧洲的团结，特别是其规范性的概念化、做法和制度，但团结的含义在特定的制度背景下如何投射以及不同参与者如何参与这些含义的问题仍然悬而未决。令人惊讶的是，对于各行各业的年轻人(将塑造欧洲的未来欧洲公民)如何参与到团结的概念中来，人们缺乏关注。这项研究旨在通过比较研究在几个欧洲丰富的学校背景下，团结的不同含义优先于其他含义，以及如何优先于其他含义来解决这一空白。具体地说，通过在三所被视为跨国教育空间典范的学校(即Schola Europaea、经认可的Schola Europaea和Haupt-and/Realschule Europaschule)中进行定性的比较实证工作，它旨在回答三个研究问题：(1)具有鲜明欧洲精神的不同学校的明确政策和课程促进了对团结的理解；(2)教师和学生如何在日常学校实践中接触到这些官方认可的团结概念？(3)不同的欧洲富豪学校在正式宣传和日常使用跨组织模式和教育机会结构中的职位的团结概念方面有何比较？这些问题的依据是政策分析、教科书和课程分析、课堂观察、对教师的访谈以及与学生的焦点小组。根据两个标准选择了三所学校进行比较：第一，它们的组织模式(跨国与全国性)；第二，它们在入学政策和为学生提供的抱负视野方面的特权或较不特权的地位(学术与职业道路)。总体而言，该项目不仅回应了整个欧洲的迫切需要，即了解处于特权和较不特权地位的当代年轻人如何在日常实践中团结一致，而且还回应了要求更认真地对待跨国教育动态的呼声。通过利用一个概念框架，该框架结合了新机构的政策方法和对日常做法的人种学观点，该项目有望产生新的见解，了解欧洲青年如何、为什么以及何时在特定的学校环境中动员不同意义的团结。它还寻求对正在进行的关于教育领域和教育领域的欧洲化和全球化的辩论做出重大贡献。预期成果包括在同行评议的期刊上发表五篇文章，在国际会议上发表四篇演讲，以及出版一本博士后专著(康复)。

Solidarity is a core issue of contention in Europe today, and a concept that is witnessing a revival across the social sciences. While scholarly attention has turned to solidarity in a crisis-torn Europe, in particular to its normative conceptualizations, practices, and institutions, the question of which meanings of solidarity are projected within particular institutional contexts and how different participants engage with these meanings is still open. There is a surprising lack of attention to how young people of different walks of life (the future European citizens who will shape Europe) engage with the concept of solidarity. This study aims to address this lacuna by comparatively examining which different meanings of solidarity take precedence over others in several Europe-rich school contexts, and how. Specifically, by undertaking qualitative comparative empirical work in three schools considered as exemplars of transnational educational spaces (i.e. a Schola Europaea, an Accredited Schola Europaea, and a Haupt- and/or Realschule Europaschule) it aims to answer three research questions: (1) What understandings of solidarity are being promoted by the explicit policies and curriculum of different schools with a distinct European ethos?; (2) How do teachers and pupils engage with these officially-endorsed concepts of solidarity in their everyday school practices?; (3) How do different Europe-rich schools compare in their official promotion and everyday use of notions of solidarity across modes of organization and positions in the educational opportunity structure? These questions are empirically grounded in policy analysis, textbook and curriculum analysis, classroom observations, interviews with teachers, and focus groups with pupils. Three schools have been selected for comparison based on two criteria: first, their mode of organisation (transnational vs. national); second, their privileged or less-privileged status in terms of access policies and aspirational horizon offered to pupils (academic vs. vocational path). Overall, the project responds not only to the pressing need across Europe to understand how contemporary young people in both privileged and less privileged positions engage with solidarity in their daily practices but also to calls to take transnational dynamics in education more seriously. By drawing on a conceptual framework that combines neo-institutional approaches to policy with ethnographic perspectives on everyday practices, the project promises to generate novel insights into how, why and when different meanings of solidarity are mobilized by young people in Europe in particular schooling contexts. It also seeks to make a significant contribution to ongoing debates about Europeanisation and globalisation in and of education. Expected outcomes include five articles in peer-reviewed journals, four presentations at international conferences, and a published postdoctoral monograph (Habilitation).