Research

The spectrum of research content ranges from historical-anthropological foundations and questions of aesthetic experience and education to legitimation figures of education and upbringing, processes of subjectivation, professionalisation, transformation and modernisation (digitalisation, globalisation, economisation), ethics, sustainability and vulnerability, to the educational and social history of institutions of extra-familial forms of education and research into the history of science. The repertoire of methods is correspondingly broad, ranging from hermeneutics, phenomenology and ethnography to re- and deconstruction on the basis of source criticism, discourse analysis and biographical research. Overall, the focus is placed on anthropological, educational and educational theory, social and socio-political as well as sociological and epistemological topics and questions. This is expressed and reflected in terms of content, method and methodology in research-led teaching, in the supervision of theses, in the organisation of conferences, in publication activities, in the qualification work of junior researchers and in externally funded research projects on welfare education.

Research focuses

The LuF members are well networked nationally and internationally at the faculty, university and in academic associations. The thematic complexes of body, space, border/s crystallise from a critical-historical perspective (cf. the homepage of the individual team members) and are closely linked to the faculty's main areas of focus - a few current examples:

Pedagogical and Educational Spaces:

  • Leitner, Ulrich: Der Raum des Internats. An educational-historical study of Catholic institutional education using the example of the episcopal boys' seminaries in Tyrol (habilitation);
  • Lohwasser, Diana: The in-between of transformation. On the reformulation of the concept of education. (Habilitation);
  • Jäger, Stefanie: Kinder- und Jugendleistungssport im Spannungsfeld allgemeinpädagogischer Fragestellungen (dissertation).
  • Krause, Sabine/Breinbauer, Ines Maria/Proyer, Michelle (eds.): Corona moves - also educational science. Reflections on educational science on the occasion of a pandemic. Bad Heilbrunn: Klinkhardt. 978-3-7815-2453-8; digital: 978-3-7815-5889-2, Download: doi.org/10.35468/5889.
  • Peskoller, Helga (2018): Nature, space, body. On the transformation of knowledge. In: Engel, Birgit/Peskoller, Helga/Westphal, Kristin/Böhme, Katja/Kosica, Simone (eds.): räumen - Raumwissen in Natur, Kunst, Architektur und Bildung. Beltz Juventa: Weinheim/Basel, pp. 18-37.

Educational effects of social change: Research project

  • D-A-CH Lead Agency Project (FWF). Negotiating Educational Spaces in Residential Care 1970 - 1990. An Interdisciplinary Comparison of Transformation Processes in Austria, Germany and Switzerland. (Applicant: Ralser together with Bereswill, Hauss; co-authors: Leitner/Gurerrini; total funding amount of the overall project: 926,822, of which Innsbruck site share: 336,621, duration: 2021-2024); Kind. Law. Medicine. An interdisciplinary joint conference of the research centres Medical Humanities, Medical and Health Law and the Austrian Society for Paediatrics and Adolescent Medicine (ÖGKJ), 24-26.09.2020; https://www.uibk.ac.at/fz-medical-humanities/aktuelles/ 2020/ child. law.medicine.html.
  • Lohwasser, Diana (2020): The quantified concern for the self or the concern for the quantified self? In: Dietrich, Cornelie/Uhlendorf, Niels/Beiler, Frank/Sanders, Olaf eds.): Anthropologies of care in education. Beltz Juventa: Weinheim/Basel, pp. 290-296.
  • Peskoller, Helga (2019): Mammoth, solo commerce. On the technical history of expedition mountaineering using the example of Everest. In: Bilstein, Johannes/Winzen, Matthias (eds.): Pedagogical Anthropology of Technology. Practices, objects, forms of life. Springer VS: 2020, pp. 139-159.

Sociality, biography, life course

  • Lederer, Bernd (2020): Bildung statt Fanatismus: Über Ursachen und Umstände der Entwicklung fanatisch-autoritärer Persönlichkeitsstrukturen. How self-confident and self-determined, social and tolerant personality development can be promoted. Book I: Education and personality development: Concepts and theories. Hamburg: tredition;
  • Lohwasser, Diana (2019) together with Dederich, Markus/Burghardt, Daniel/Dziabel, Nadine/Noack Napoles, Juliane/Stöhr, Robert/Zirfas, Jörg: Schlüsselwerke der Vulnerabilitätsforschung. Springer VS: Wiesbaden.
  • Peskoller, Helga (2019): The fall. Reversing horizons, drawing boundaries, aesthetic education. In: Frischmann, Bärbel/Holtorf, Christian (eds.): Beyond the horizon. Locations, boundaries and perspectives. De Gruyter: Oldenburg, pp. 129-147.
  • Leitner, Ulrich (2016): Ego documents as sources of historical educational research. On the reconstruction of educational biographies of former female institutionalised children. In: BIOS. Journal for Biographical Research, Oral History and Life Course Analyses 2, p. 253 - 265.
  • Ralser, Michaela together with Guerrini, Flavia/Leitner, Ulrich: Supported memory as a form of knowledge organisation. On the role of the care file in the biographical memory work of former institutionalised children. "Supported Memory" as a Form of Knowledge Organisation. On the Role of Child Welfare Case Files in the Biographical Memory Work of Care Leavers. In: Social Problems. Journal for Social Problems and Social Control No. 30, Kassel 2020, pp.187-203.
  • Krause, Sabine: Detoxing Narratives: The common in, on and through stories. Living together 1/2021, p. 25-32.
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