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，也是一个在社会科学领域复兴的概念。虽然学术界的注意力已经转向危机蹂躏的欧洲团结，特别是其规范的概念化，实践和机构，团结的含义投射在特定的制度背景下，以及不同的参与者如何参与这些含义的问题仍然是开放的。令人惊讶的是，人们对各行各业的年轻人（未来将塑造欧洲的欧洲公民）如何参与团结的概念缺乏关注。本研究旨在解决这一空白，比较研究团结的不同含义优先于其他几个欧洲丰富的学校环境，以及如何。具体而言，通过对被视为跨国教育空间典范的三所学校（即欧洲学校、经认证的欧洲学校和奥普特和/或实科欧洲学校）进行定性比较实证研究，旨在回答三个研究问题：（1）具有独特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的学校实践中参与这些官方认可的团结概念？(3)在官方宣传和日常使用团结概念方面，不同的欧洲富裕学校在教育机会结构中的组织模式和职位方面如何比较？这些问题是基于政策分析，教科书和课程分析，课堂观察，与教师的访谈，并与学生的焦点小组的经验。根据两个标准选择了三所学校进行比较：第一，他们的组织模式（跨国与国家）;第二，他们在入学政策和学生理想视野方面的特权或较低的特权地位（学术与职业道路）。总的来说，该项目不仅响应了整个欧洲的迫切需要，了解处于特权和不太特权地位的当代年轻人如何在日常实践中团结一致，而且还响应了更认真地对待教育中的跨国动态的呼吁。该项目利用一个概念框架，将新体制的政策方法与关于日常做法的人种学观点相结合，有望产生新的见解，了解欧洲青年在特定的学校环境中如何、为什么和何时动员团结的不同含义。它还寻求为正在进行的关于教育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审期刊上发表五篇文章，在国际会议上发表四次演讲，并出版一本博士后专著（HALGOR）。

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).