Individualisiertes Lernen

Reforms of teaching and learning arrangements

In regard of social, political and economic structurings of future social developments, current reforms of teaching and learning arrangements in schools play a central role. By changing from a teacher-centered to a student-centered setting, all students should be able to work on their individual learning levels and to develop their potential independently of inequalities caused...

by their origin. In addition, this reform process aims to promote the competence of self-responsibility in order to be able to react appropriately and flexibly to rapidly changing professional requirements.

David Furtschegger

As much as the need for these reforms may be apparent, it also ignores far-reaching risks that reinforce current divisive tendencies in terms of social inequalities, post-factual knowledge and cultural value conflicts. My doctoral thesis, completed at the Department of Sociology, shows that especially in urban middle schools, many students are overchallenged while working on their own on given tasks, as self-responsibility is a virtue explicitly promoted by the educated middle and upper classes. Moreover, it becomes apparent that the educational transmission of shared truths and legitimate values depends on centered and synchronous classroom settings in which such lines of conflict can be negotiated under the guidance of a subject- and socially competent teacher.

Following up on these findings, at the research cluster for "Disability Studies and Inclusive Education" (Department of Educational Sciences), I am currently investigating the question under which conditions lifeworld-oriented support potentials can be pursued in different learning formats and school structural reform discourses can be revitalized.

The dissertation will be published via Beltz-Juventa at the end of 2022 under the title "Individualisiert - idealisiert - instrumentalisiert. Lebenswelt Schule in Erosion."


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