Erziehung in institutionellen Kontexten: über die Herstellung von Lebensformen in und durch pädagogische Praktiken
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Date
2023-11-22
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Abstract
Innerhalb einer Gesellschaft ist das Zusammenleben mitunter über unterschiedliche, teilweise miteinander konkurrierende Lebensformen und darin eingelagerte Sinnsysteme (was das „Richtige“ oder „Gute“ sei) arrangiert. In dieser Perspektive hat Erziehung etwas damit zu tun, die Novizen (Kinder, aber auch ‚Fremde‘) in eben jenes „richtige“ oder „gute“ Leben einzuführen. Somit ist Erziehung niemals neutral, sondern mit ihrem Rekurs auf Lebensformen ist sie hochgradig normativ. Mit dieser Perspektive werden Erziehungsprozesse in Institutionen untersucht, in diesem Beitrag am Beispiel Schule.
Within a society, living together is sometimes arranged via different, sometimes competing ways of life and the systems of meaning embedded in them (what is the “right” or “good” thing to do). From this perspective, education has something to do with introducing the novices (children, but also ‘strangers’) to precisely this ‘right’ or ‘good’ life. Thus, education is never neutral, but with its recourse to forms of life, it is highly normative. This perspective is used to examine educational processes in institutions, in this article using the example of schools.
Within a society, living together is sometimes arranged via different, sometimes competing ways of life and the systems of meaning embedded in them (what is the “right” or “good” thing to do). From this perspective, education has something to do with introducing the novices (children, but also ‘strangers’) to precisely this ‘right’ or ‘good’ life. Thus, education is never neutral, but with its recourse to forms of life, it is highly normative. This perspective is used to examine educational processes in institutions, in this article using the example of schools.
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Erziehung, Ethnografie, Lebensformen, Praxis, Schule, Education, Ethnography, Ways of life, Practice, School