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

1972年1月28日，Bundesländer的总理和勃兰特总理一起，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。共产主义教师受到的影响最大。虽然这种方法的支持者依赖于“激进民主”的概念，但反对者将其解释为对公民权利的攻击，并哀叹（自律）形式的增加。与其巨大的当代意义形成鲜明对比的是，反对激进分子的法令几乎没有成为史学的主题。虽然对其起源的问题进行了讨论，但其社会和个人影响是研究的迫切需要。该项目位于教育科学和历史之间，探讨了“制度长征”是如何具体形成的，以及主体、制度和社会如何在-à-vis Radikalenerlass中发生变化。学校是特别重要的，因为在年轻人可怕的思想灌输下，国家的未来似乎处于危险之中。相反，年轻的左翼教师认为帮助学生培养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、媒体和政治家们就民主教育的真正含义展开了争论。（政治和教学）参与的概念在这里发挥了关键作用。根据对受影响者、前学生、家长和同事、档案资料和教育话语的采访，这些冲突及其随后的解释将被重建。​在配置分析中，强调了生产性与压制性的方面：该法令不仅起到纪律作用，而且增加了教育的政治化，为不同群体提供了“煽动话语”和影响教育进程的机会。因此，民主改革、代际关系、政治教育等观念都发生了变化。该研究项目有助于当前关于20世纪70年代意义的史学辩论。对制度学校的关注强调了自20世纪60年代以来教育问题在社会变革中的核心作用。他们后来的框架问题也有助于我们在一个时代背景下理解“1968”，以及叙述政治抗议的不同模式。

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.