Full Description
Wie verstehen Politiker*innen und Lehrer*innen ethnische und religiöse Vielfalt? Auf Grundlage einer qualitativen vertikalen Fallstudie des Ethikunterrichts an Berliner Sekundarschulen argumentiert die Autorin, dass zwei unterschiedliche Logiken der Vielfalt den politischen und pädagogischen Raum beherrschen - eine inklusive und eine exklusive. Diese Logiken prägen die pädagogische Praxis in ethnisch und religiös vielfältigen und nicht vielfältigen Klassenzimmern und führen letztlich zu einer Abwertung und teilweisen Streichung von auf Vielfalt bezogenen Inhalten aus dem Lehrplan, wie die Studie zeigt.
Contents
Acknowledgments
List of Figures and Tables
1 Toward a Post-migrant Society? German Political Actors between Inclusion and Exclusion
1.1 Integrating Diversity? The Importance of Political Actors' Negotiations
1.2 Diversity, Belonging, and Violence: Situating Ethics within the larger Socio-Cultural Context
1.3 The Case of Berlin
1.4 Inclusion and Exclusion of Diversity in Education Policy and Practice
1.4.1 Education Policy: Including Diversity in the Political Imagination
1.4.2 Minority Group Academic Achievement and Teaching in Ethnically and Religiously Diverse Classrooms
1.4.3 Incorporating Diversity into Teaching, Curricula, and Textbooks
1.5 Diversity in German Policy and Public Opinion
1.5.1 Between Inclusion and Exclusion: Immigration, Integration, and Failed Multiculturalism in Germany
1.5.2 Negative Public Perception of Diversity and Growing Diverse Populations in Germany
1.6 Understanding and Negotiating Logics of Diversity in Context: Research Question and Significance of the Study
1.7 Overview of the Study
2 Teachers als Political Actors, Diversity, and Institutional Logics
2.1 Understanding and Negotiating Diversity at Various Levels of Society
2.2 Neo-Institutional Explanations of the Divergence between Policy and Practice
2.2.1 Institutional Logics: A Way to Account for Heterogeneity and Bringing Micro and Macro Levels Together
2.2.2 Conceptualizing Diversity and Power Relations within Institutional Logics
2.2.3 Situating Diversity within Institutional Logics Theory: The Institutional Order of Community
2.3 Teachers as Single-Level Actors: Advocating for a Multilevel Account
2.3.1 Conceptualizing Teachers Liminal Position
2.4 Bringing it all together: Constructing Diversity in Berlin's Mandatory Ethics Instruction
3 Methodology
3.1 A Comparative Case Study of Diversity in Schools
3.2 The Vertical Case Study Approach
3.3 Sampling Strategy and Overall Sample Description
3.3.1 Interview Data
3.3.2 Observation Data
3.3.4 Document Data
3.4 Access and the Influence of the Socio-Political Context
3.5 Data Analysis, Triangulation, and Validity
3.6 Role of the Researcher
3.7 Conclusion
4 Ethics and the Question of Diversity: Berlin's Quest for Value Education
4.1 Value education in Berlin: A Contested Field
4.2 Losing Faith: Putting Value Education on the Political Agenda
4.3 Diversity Matters: The Speedy Introduction of Ethics Instruction
4.4 The Last Rebellion in a Lost Culture War? The Referendum for Mandatory Religious Education
4.5 Productive and Destructive Diversity
4.6 Arriving at Diversity
5 Logics of Diversity in Ethics Teaching: Between Inclusion and Exclusion
5.1 Striving for Integration
5.2 Heterogeneity of Practice and Teachers as State Agents
5.3 Teaching about Diversity: Exclusive and Inclusive Logics in Diverse and Non-Diverse Classrooms
5.3.1 Assimilationist Teaching: Exclusion in Diverse School Contexts
5.3.2 Philosophical Teaching: Exclusion in Non-Diverse School Context
5.3.3 Intercultural Teaching: Inclusion in Diverse School Contexts
5.3.4 Critical Teaching: Inclusion in Non-Diverse School Contexts
5.3.5 Muddying the Waters: Heterogeneity and Crossing Logics within Teachers' Sense-making
5.4 Creating a Peaceful Pluralistic Society: Teaching Approaches and Their Underlying Logics
5.5 Political Actors and Diversity: Teaching Diversity in Ethics
6 The Struggle for Legitimacy: Removing the Stigma of Diversity from Classroom Teaching
6.1 Reforming Berlin's Schools to Include Diversity?
6.2 Legitimacy, Diversity, and Change
6.3 The Challenge to Ethics' Legitimacy: Not just a Waste of Time ("Laberfach")
6.4 Invoking Elements of Professional Logics for Improvement: Teaching Degrees and the Disciplinary Grounding
6.4.1 Guarding the Entrance into the Profession: The Importance of the Right Degree
6.4.2 Linking a Strong Disciplinary Grounding
6.4.3 Linking Professional and Community Logics: The Stigma of Teaching about Diversity
6.5 Changing the Idea of Ethics Instruction: From Multidisciplinary to Philosophy Instruction
6.6 Finding Legitimacy and Losing Diversity?
7 Beyond Ethics Instruction: School Reform and Diversity Inclusion in Education
7.1 Oscillating between Inclusion and Exclusion
7.2 A German Identity Crisis: Continuity in Diversity Constructions between Inclusive and Exclusive Logics
7.2.1 The Construction of Diversity within an Exclusive Logic
7.2.2 The Construction of Diversity within an Inclusive Logic
7.3 Discontinuities Between Political and Classroom Level: The Question of Gaining Legitimacy
7.4 The Implications of Logic Continuity and Discontinuity between Policy and Practice
7.5 Teaching Diversity: Towards a new Pedagogy?
7.6 Beyond Ethics Instruction
References
Appendix
Index
