The contending democracy. The impact of the Radikalenerlass on society and subjects. The example of the institution school, 1967-1989

竞争的民主。

• 批准号: 425213234
• 负责人: Dr. Jan-Henrik Friedrichs
• 金额: --
• 依托单位: Abteilung Allgemeine Erziehungswissenschaft
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2019
• 资助国家: 德国
• 起止时间: 2018-12-31 至 2022-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/425213234?language=en
• 关键词: contending; democracy.; impact; Radikalenerlass; society

On January 28, 1972, the prime ministers of the Bundesländer, together with Chancellor Brandt, passed the so-called Radikalenerlass (decree against radicals) to keep "extremists" out of the public service. Communist teachers were the most affected. While advocates of this approach relied on the concept of "militant democracy," its opponents interpreted it as an attack on civil rights and lamented increasing forms of (self-)discipline. In stark contrast to its enormous contemporary significance, the decree against radicals has hardly been the subject of historiography. Although questions about its genesis are discussed, its social and individual effects are a desideratum of research.Located between science of education and history, the project explores how the "Long March into the Institutions" was shaped in concrete terms and how subjects, institutions and society changed vis-à-vis the Radikalenerlass. The school is of particular importance in that, with the feared indoctrination of the youth, the future of the nation seemed to be at stake. Conversely, young, left-wing teachers considered it an elementary prerequisite of democratic education to help pupils develop their critical faculties. Against the background of the decree, teachers, parents, pupils, school supervisors, the media and politicians argued over what (education for) democracy actually meant. The concept of (political and didactic) engagement played a key role here.Based on interviews with those affected, former pupils, parents and colleagues, archival sources and educational discourses, these conflicts and their subsequent interpretations are to be reconstructed. This reconstruction is embedded in a broad educational and historical context, from the education reforms of the 1960s to the maoist K-Gruppen to the Beutelsbach consensus and the alternative milieu of the 1980s. Within a Dispositivanalyse, the productive versus the repressive aspects are emphasized: instead of acting solely disciplining, the decree increased the politicization of education, served different groups as an "incitement to discourse" and an opportunity to influence educational processes. As a result, ideas of democracy and reform, generational relations and political education changed.The research project contributes to current historiographical debates about the significance of the 1970s. The focus on the institution school emphasizes the central role of educational issues for social change since the 1960s. The question of their subsequent framing also contributes to our understanding of "1968" in a generational context and of the different modes to narrate political protest.

1972年1月28日，联邦州总理与勃兰特总理一起通过了所谓的Radikalenerlass（反对激进分子的法令），将“极端分子”排除在公共服务之外。共产党员教师受影响最大。虽然这种方法的倡导者依赖于“激进民主”的概念，但其反对者将其解释为对公民权利的攻击，并对越来越多的（自我）纪律形式表示遗憾。与其巨大的当代意义形成鲜明对比的是，针对激进分子的法令几乎没有成为史学的主题。虽然对它的起源问题进行了讨论，但它的社会和个人影响是一个迫切需要研究的问题。该项目位于教育科学和历史学之间，探讨了“长征进入机构”是如何具体形成的，以及学科，机构和社会如何维斯维斯Radikalenerlass发生变化。这所学校特别重要，因为随着年轻人可怕的灌输，国家的未来似乎岌岌可危。相反，年轻的左翼教师认为，帮助学生发展批判能力是民主教育的基本前提。在该法令的背景下，教师、家长、学生、学校主管、媒体和政治家就民主（教育）的实际含义展开了争论。（政治和教学）参与的概念在这里发挥了关键作用。基于对受影响者、前学生、家长和同事的采访，档案来源和教育话语，这些冲突及其随后的解释将被重建。这种重建是嵌入在一个广泛的教育和历史背景下，从20世纪60年代的教育改革，毛泽东的K-Gruppen到伯特尔斯巴赫共识和20世纪80年代的替代环境。在一项意向性分析中，强调了生产性方面与压制性方面：该法令不仅没有采取纪律措施，反而加剧了教育的政治化，为不同群体提供了“煽动言论”的机会，并为影响教育进程提供了机会。因此，民主和改革、代际关系和政治教育的观念发生了变化。对机构学校的关注强调了教育问题对1960年代以来社会变革的核心作用。他们随后的框架问题也有助于我们理解“1968年”在一个世代的背景下，不同的模式来叙述政治抗议。