Macht- und statussensible Hochschullehre

Misamer, Melanie; Thies, Barbara

doi:10.1007/978-3-658-22400-4_24

Cited by 2 publications

(2 citation statements)

References 36 publications

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“…The QuaBIS project experiences also show that during teaching, especially the perspective of previously excluded groups of people can set in motion possibilities for reflection on previous power relations. With reference to Misamer and Thies (2019, p. 508, Author's translation), this “de-tabooing of the topic of 'power'” can lead to allowing “the necessary clear and unembellished view of one's own status and the accompanying influences such as automatisms and attribution processes.” However, this habitus sensitivity and “changed balance of power between 'established people' and 'outsiders'” can also lead to insecurities and questioning of previous hierarchies, which universities would have to face (Misamer and Thies, 2019, Author's translation).…”

Section: Discussionmentioning

confidence: 99%

Social responsibility in the context of inclusive higher education development – experiences and insights from the perspective of participatory teaching

Goldbach

Hauser

Schuppener

et al. 2022

IJSHE

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Purpose With reference to selected principles and considerations from the university social responsibility concept, this study aims to discuss aspects of social responsibility from the perspectives of participatory teaching. This study describes the effects that a participatory teaching practice has on the acquisition and dissemination of knowledge and how universities can exercise their social responsibility and influence in this context. Design/methodology/approach For this study’s argumentation, this study refers to the experiences and findings from a participatory teaching and transfer project (QuaBIS) and a participatory research project ParLink. In QuaBIS, the authors evaluated and descriptively analyzed courses taught by subject matter experts on inclusion and education , then led and evaluated topic-centered interviews, social responsibility, power relations, diversity sensitivity, inclusive university, participatory teaching in ParLink, the authors conducted three focus group discussions that included lecturers with and without attributed learning difficulties, students and other professionals working in the field of education. The group discussions were fully transcribed and analyzed using qualitative content analysis in collaboration with a participatory research group. Findings The results are classified into micro, meso and macro levels of inclusion-sensitive higher education development. While the micro level focuses on changing practices in the area of university teaching, the meso level highlights structural and cultural changes in inclusive universities. At the macro level, the role of universities in the process of social opening and inclusion is studied. Originality/value Participatory teaching projects are only gradually becoming established in the discourse on inclusion-sensitive higher education. This study focuses on participatory teaching as an important contribution to social responsibility by universities and dedicate itself to the mutual transfer process between university and society.

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Section: Discussionmentioning

confidence: 99%

Social responsibility in the context of inclusive higher education development – experiences and insights from the perspective of participatory teaching

Goldbach

Hauser

Schuppener

et al. 2022

IJSHE

View full text Add to dashboard Cite

show abstract

“…As shown in Figure 1, we consider the categories of autonomy and heteronomy as relational categories that are institutionally linked to the social roles of "teacher" and "student, " which are in turn characterized by different degrees of power and influence (e.g., Helsper, 2004;Misamer and Thies, 2014). From the students' perspective, it is reasonable to assume that increasing opportunities for learners to influence instructionally relevant decisions may sometimes be accompanied by a perceived and/or de facto reduction in teachers' opportunities for influence; and vice versa, increasing opportunities for teachers to influence may be accompanied by a reduction in learners' opportunities for influence.…”

Section: Degrees Of Learner Influence and The Interdependence Of Auto...mentioning

confidence: 99%

Participation in the classroom as a basis for democracy education? A conceptual analysis of the concept of student participation

Heid,

Jüttler,

Kärner

2023

Front. Polit. Sci.

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In our conceptual analysis, we focus on the concept of student participation and argue for a differentiated consideration of the same. To this end, we elaborate on constituent elements and first address the definitional understanding of the concept considered as well as the participation postulate. Furthermore, we name and discuss possible purposes and qualities of participatory practice and we give an overview of the established conceptualization of participation by means of a stage model and the interdependence of autonomy and heteronomy expressed in this model. We then address participatory fields in the classroom, concrete practices of participatory decision-making, prerequisites and implications of participatory classroom practices, and possible scopes of participatory influence.

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Macht- und statussensible Hochschullehre

Cited by 2 publications

References 36 publications

Social responsibility in the context of inclusive higher education development – experiences and insights from the perspective of participatory teaching

Social responsibility in the context of inclusive higher education development – experiences and insights from the perspective of participatory teaching

Participation in the classroom as a basis for democracy education? A conceptual analysis of the concept of student participation

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