Research
The focus of the teaching and research area includes a broad spectrum of application-related and basic research in the philosophy of education, in which the causes and consequences of inequality and its effects on (institutional) educational processes are analysed. In particular, economic, political and ideological manifestations of social inequality are dealt with; the change in welfare systems and forms of solidarity in local and transnational areas are compared and practice-oriented formats of extracurricular education are focussed on.
The teaching and research department is organising the conference from 13 - 16 November 2024:
"Education and emancipation - socially critical perspectives on anti-Semitism, gender relations and racism"
Selected research projects
Nina Rabuza: Habilitation project: "The nature of people as they actually are in our society". Anthropology in the critical philosophy of education .
Judith Goetz: Dissertation project: "Gender (v)learning - impulses for the promotion of gender democracy in secondary schools in times of anti-feminist backlash."
Martin Haselwanter: Habilitation project: "Between movement and prevention - political education in Austria"
Daniel Burghardt : Book project: "Elend und Emanzipation - Über die Politisierung des Leidens" (To be published by Psychosozial Verlag at the end of 2024)
Daniel Burghardt: Magazine project: Paragrana (issue 2/2024) "Sabotages of Equality" (together with Jörg Zirfas)
Burghardt, Daniel (2018): Critical pedagogy after Marx. On Western Marxism, the New Reading of Marx and the pedagogical connections In: Vierteljahrsschrift für Wissenschaftliche Pädagogik. Vol. 94 (2018) H. 2. Paderborn: Schöningh. S. 215-231. https://resolver.obvsg.at/urn:nbn:at:at-ubi:3-31250
Burghardt, Daniel/Höhne, Thomas (2018): Impulses of critical educational theories for an anti-fascist pedagogy. In: Wolf, M. (ed.): Antifascist pedagogy. Aschaffenburg: Alibri publishing house. S. 139-155. https://resolver.obvsg.at/urn:nbn:at:at-ubi:3-31247
Burghardt, Daniel (2020): The resilient self? A vulnerability-theoretical attempt at a pedagogical real fiction. In: Quarterly Journal for Scientific Pedagogy. Vol. 96 (2020) H. 1. Paderborn: Schöningh. S. 60-72. https://resolver.obvsg.at/urn:nbn:at:at-ubi:3-31281
Burghardt, Daniel (2020): Of deficiency, discipline and leadership. On Arnold Gehlen's Anthropology, the Critique of Critical Theory and its Reception in the New Right. In: Paragrana. International Journal of Historical Anthropology. Volume 29. Issue 2: Man as a deficient being. Berlin: De Gruyter. S. 37-49. https://resolver.obvsg.at/urn:nbn:at:at-ubi:3-31298
Goetz, Judith (2021): "'The Great Replacement': Reproduction and Population Policies of the Far Right, Taking the Identitarians as an Example". In: DiGeSt - Journal of Diversity and Gender Studies 8(1), 59-74. doi: https://doi.org/10.21825/digest.v8i1.16944
Goetz, Judith (2021): Traditional Gender Orders and Imported Oppression. The anti-feminist gender policies of the FPÖ. In: L'Homme Vol.32 (1). https://doi.org/10.14220/9783737012492.127
Haselwanter, Martin; Lederer, Bernd (2022): The lateral thinkers as a challenge. Adult education reflections for successful political education. In: Magazin erwachsenenbildung.at - Das Fachmedium für Forschung, Praxis und Diskurs, issue 46/2022. https://erwachsenenbildung.at/magazin/22-46/06-die-querdenkerinnen-als-herausforderung-haselwanter-lederer.pdf
Haselwanter, Martin (2020): The interruption of the time regime as an opportunity for education. Fridays for Future - more than a (school) strike. In: Magazin erwachsenenbildung.at - The specialised medium for research, practice and discourse, issue 41/2020. (Weblink)
Rabuza, Nina/Jost, Steffen (2015): Empowerment or excessive demands? - International youth work on marginalisation and discrimination at Nazi memorial sites. In: Learning from history, No. 1 http://lernen-aus-der-geschichte.de/Lernen-und-Lehren/content/12205
Rabuza, Nina/Mettin, Martin (2014): The dialectic of the subject in critical theory. In: Susann Köppl/ Johanna Lang/ Karen Koch (eds.): Spannungsverhältnis Subjekt?
Berlin: Universitätsverlag der TU Berlin. S. 59-79.