Schule als Disziplinierungs- und Machtraum

Grabau, Christian; Rieger-Ladich, Markus

doi:10.1007/978-3-658-03670-6_4

Cited by 19 publications

(4 citation statements)

References 12 publications

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“…Conversely, visibility in the school space is also constructed as providing security, as unsupervised and unobserved actions on the internet and the digital sphere are associated with a sense of getting lost and losing control. By addressing and negotiating the relevance of visibility, the children take up a specific characteristic of school that was elaborated and became the subject of pedagogical reflections particularly through Foucault's work on the transformation of power relations (Foucault, 1977(Foucault, /1975Grabau & Rieger-Ladich, 2014;Pongratz, 2004). This shows how the experience of contingency due to radical changes caused by the pandemic and the realization that school could be different not only reveals the panoptic structure of the traditional school as a regime of visibility, it also emphasizes its relation to schoolrelated well-being and marks this relationship (and the disciplining function of the panoptic structure) as one that becomes significant for well-being in different ways as it constrains agency on the one hand but also provides a sense of security on the other hand.…”

Section: Discussionmentioning

confidence: 99%

Visibility and Well-Being in School Environments: Children’s Reflections on the “New Normal” of Teaching and Learning during the Covid-19 Pandemic

Fegter

Kost

2023

Int. Journal on Child Malt.

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This paper aims to contribute to the theory on school-related well-being by applying a qualitative approach that focuses on children’s experiences during the Covid-19 pandemic and conceptualizes them as an epistemic opportunity to reconstruct aspects of school-related well-being from children’s perspectives. Within the framework of the multinational qualitative study Children’s Understandings of Well-being (CUWB), it conceptualizes well-being as a cultural construct and argues for including children’s voices in the process of knowledge production. By drawing on statements from online interviews with 11- to 14-year-old children from Berlin, Germany in spring 2021 during school lockdown and by using a discourse analytical approach, the paper outlines the findings on visibility as a central feature of well-being in school environments that children make relevant for experiences of agency, security, and self. Visibility in school is constructed as a medium of control that subjects their bodies to norms of the school, exposes the individual to the gaze of others, and provides security in the context of the digital sphere and its temptations. The paper argues to systematically include these reflections and assessments of new digital learning arrangements during the Covid-19 pandemic into theoretical concepts on school-related well-being.

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Section: Discussionmentioning

confidence: 99%

Visibility and Well-Being in School Environments: Children’s Reflections on the “New Normal” of Teaching and Learning during the Covid-19 Pandemic

Fegter

Kost

2023

Int. Journal on Child Malt.

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“…B. in Disziplinar-und Kontrollmechanismen der Schule artikulieren (Foucault, 1994). Den Zusammenhang von materiell-physischer Raumgestaltung und sozial-normativen Erwartungen analysieren Studien zur Schularchitektur (Böhme & Herrmann 2009;Yamana, 1996) sowie zur Anordnung von Dingen am Ort Schule (Grabau & Rieger-Ladich, 2014). Die normativen Erwartungen artikulieren sich strukturell auch in der Vorstellung disziplinierter Körper; die Einübung in eine dem Unterricht angemessene Lernhaltung: den Stift richtig zu halten, oder den Körper durch Tische und Stühle angemessen platzieren zu lernen, sind Beispiele hierfür (Alkemeyer, 2011;Pongratz, 2004).…”

Section: Schule Als Sozialraumunclassified

Schule und Raum. Inklusion und Exklusion als Prozessdimensionen sozialer Differenzierung

Hummrich¹

2022

DDS

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“…In our view, these degrees of freedom ( 2) become relevant when we address teacher education as a context of professionalization for the school, which can also be understood and analyzed as a 'space of disciplining and power', as Grabau and Rieger-Ladich (2014) phrase it. For our argument, two powerful moments of this space appear relevant: one of them is the naturalising of difference in the school context.…”

Section: Reflections On the Development Of Critical Reflexivity In Teacher Educationmentioning

confidence: 99%

Critical Reflexivity: Theoretical Considerations on Subjection and Postcoloniality for Teacher Education

Ivanova-Chessex

Steinbach

Wolter

2021

Regimes of Belonging – Schools – Migrations

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This introductory chapter presents general lines of thought that guided the compilation of the contributions of this volume. The idea of 'challenge' from the title of this chapter sets the tone, as this introduction will outline the challenges that both global and local contradictory conditions represent for schools and the education of teachers, which are closely linked fields. Perspectives focus on the world growing closer together in viral, climatic, political, economic and cultural processes of globalisation, and their significance and impact on the national constitution of schools as a central institution of formal education which exists almost everywhere in the world. The chapter then discusses pedagogical concepts that claim to adequately take into account transnational and migratory processes of change. Finally, it concludes with some suggestions for a further discussion of schools and teacher education in transnational relations of contemporary migration societies.

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Schule als Disziplinierungs- und Machtraum

Cited by 19 publications

References 12 publications

Visibility and Well-Being in School Environments: Children’s Reflections on the “New Normal” of Teaching and Learning during the Covid-19 Pandemic

Visibility and Well-Being in School Environments: Children’s Reflections on the “New Normal” of Teaching and Learning during the Covid-19 Pandemic

Schule und Raum. Inklusion und Exklusion als Prozessdimensionen sozialer Differenzierung

Critical Reflexivity: Theoretical Considerations on Subjection and Postcoloniality for Teacher Education

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