Bildung as a Transformative Process

Koller, Hans‐Christoph

doi:10.1007/978-94-6300-797-9_3

Cited by 10 publications

(5 citation statements)

References 4 publications

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“…Likewise, it is very difficult to speak of Bildung when a certain foundation is set as absolute and authorities in the field determine how it can be further secured, for example through a particular reading canon. Kaiser's remarks here give expression to a programme of indoctrination rather than Bildung because the possibility of transformational processes (Koller 2017; Rieger-Ladich 2019) is denied.…”

Section: Conclusion Or: Finding a Critical Position Towards Right-wimentioning

confidence: 95%

Neither demarcation nor confrontation

Haker

Otterspeer

2020

ZfW

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Right-wing populism has strongly polarizing effects in politics, education and science—a problem which this article aims to adress. Instead of claiming a demarcation between science and education on the one hand and right-wing populist ideology on the other, we initially focus on continuities. At the same time, we are concerned with finding a critical distance towards right-wing populism. Using the theoretical framework of boundary-work we therefore analyse a case of right-wing populist educational and scientific efforts. Boundary-work can occur in an institutional, content-related and epistemic dimension. While we identify strong continuities in the institutional and content-related dimensions, we see the main difference in the epistemic dimension. In conclusion, we use the results of our analysis to develop a critical position as scientists and educationists towards right-wing populism, drawing consequences for the epistemic, content-related and institutional dimensions.

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Section: Conclusion Or: Finding a Critical Position Towards Right-wimentioning

confidence: 95%

Neither demarcation nor confrontation

Haker

Otterspeer

2020

ZfW

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“…Als Beispiel führt Koller eine Untersuchung mit männlichen Jugendlichen aus Migrantenfamilien an, die das elterliche Erziehungsziel Schulerfolg übernehmen und immer wieder vor dem Scheitern stehen. Die elterlichen Delegationen belasten sie, aber sie schaffen es gemeinsam mit den Eltern schließlich, Bildungserfolg produktiv zu interpretieren und herzustellen (King et al, 2011;Koller, 2017). Auch wenn die Transformation nicht allmählich erfolgt, sondern eher abrupt, muss das nicht mit einem Dilemma einhergehen, zum Beispiel wenn eine ältere Person sich Kompetenzen zu Kommunikationstechnologien aneignet, nachdem sie von der Familie einen Computer geschenkt bekommen hat (Nohl, 2017).…”

Section: B) Die Theorie Der Transformatorischen Bildungunclassified

Transformationsanspruch in Forschung und Bildung. Konzepte, Projekte, empirische Perspektiven

2023

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Die ‚große Transformation‘ unserer Gesellschaft bedarf geeigneter Lösungskonzepte. Transformative Forschung setzt hier an, nimmt gesellschaftliche Probleme konkret in den Blick und will mit einer bewusst normativ ausgerichteten Intervention entsprechende Veränderungen aktiv mitbefördern. Doch wie manifestiert sich dieser Transformationsanspruch in Projekten an der Schnittstelle zwischen Forschung und Praxis aktuell? Die Autorinnen und Autoren in diesem Sammelband führen aus verschiedenen Perspektiven und Disziplinen heraus in einschlägige theoretische Referenzdiskurse ein, stellen bisher vorliegende empirische Erkenntnisse zum Transformationspotenzial transformativer Forschung vor und geben einen Einblick in Wirkungserfahrungen ausgewählter Projekte.

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“…There is a variety of pedagogical/andragogical (non-mainstream) theories of learning that focus on transformative and/or experience-based processes: This debate is central to Faulstich's book 'Lerndebatten' (2014), where pedagogical/andragogical learning theories were connected: Pragmatism (Dewey), phenomenological learning discourse (Meyer-Drawe, 2000), subject-scientific relational perspective elaborating Holzkamp's theory (Künkler, 2011), (neo-)subject-scientific considerations (Grotlüschen, 2015). Koller (2017), referring to Kokemohr, re-visits Humboldt's Bildung as a transformative process. The reflexive shift (Beck et al, 1996) in postmodernism supports the notions of emotional, social and (life) practical dimensions and therefore extends primarily cognitive and constructivist approaches.…”

Section: Part 2: a Theoretical Frame Of Reference For The Austrian Casementioning

confidence: 99%

Signposts of change in the landscape of adult basic education in Austria: a telling case

Cennamo

Kastner

Schlögl

2020

RELA

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Drawing on a strongly grassroots and expertise-supported development in the field of adult basic education in Austria, this paper traces the current shift to politically motivated interventions. The article is based on a methodologically triangulated case study based on interviews (part 1), review of theory (part 2), and document analysis (part 3). It unveils a unique spirit of empowerment and emancipation in Austrian adult basic education. This spirit currently seems to be at risk. The authors identified five signposts of a changing landscape showing a strong tendency towards impact orientation in terms of employability and upskilling: (1) Standardisation and one of its unintended consequences (2) Technocracy over expertise (3) Narrowing the curriculum (4) Teaching supersedes facilitating (5) Research and development-disliked. In order to preserve the tradition within the framework of adult basic education, the authors emphasise the importance of raising informed and critical voices.

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Bildung as a Transformative Process

Cited by 10 publications

References 4 publications

Neither demarcation nor confrontation

Neither demarcation nor confrontation

Transformationsanspruch in Forschung und Bildung. Konzepte, Projekte, empirische Perspektiven

Signposts of change in the landscape of adult basic education in Austria: a telling case

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