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。跨国移民现象对城市社会生活的影响最大。因此，接受有关（世界）移民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明政治素养：学校情境中的自发互动实践；各全球城市移民社会的相关话语片段；以刺激为基础的与学生的小组对话。PLiM的目的是分析学生的政治表达，使政治素养的形式与移民社会的条件有关，他们的互动（使能的）条件，他们的影响将成为经验和理论上明显的。因此，读写能力被理解为在特定的语境中对语言表达的问题和社会现实的表现的处理。在此背景下，政治素养构成了语境相关政治表达的实践，意味着以有意义和适当的方式阅读社会现实并引用它。因此，它的特点是对政治问题的了解，与这种知识有关的一定程度的经验自我反思，以及争论适当的政治立场。关键的研究问题是：在移民社会的学校中存在哪些不同形式的政治衔接，哪些条件形成了这种衔接的基础？在移民社会中，哪些情况有利于积极形式的政治素养的发展？为了探索政治教育过程的具体语境条件，而不复制微观语境主义或方法论民族主义，本研究比较和对比了来自三个全球城市（柏林、维也纳和苏黎世）的12所学校。通过对三地学校的互补比较，结合行动学和话语分析的研究策略，本研究将有可能对政治素养可能性与语境条件之间的关系得出理论的一般性和实证的具体结论。为了在其起源的背景下检验PL作为一种情境关系实践，本研究将主要结合音频支持的参与式观察、民族志访谈、话语分析和基于刺激的群体对话等方法。

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.