Conference at Aalborg University Copenhagen, 27. – 29. Sept. 2013
By writing an email to firstname.lastname@example.org you will be registered as a participant of the conference. There is no conference fee. Please do not forget to register again at the reception desk.
Please tell Anja Kraus until the 10th of September 2013, if you take part at our visit of the Ørestad school.
Prof. Dr. Mie Buhl, Vertr.Prof. Dr. Anja Kraus
In educational theories there is a strong tendency and tradition to look at space, time, person, action as if they were unities (cp. Bollig 2012). Internal conditions, such as abilities, motivation, subjective perceptions etc., are then regarded as distinct entities and as clearly separated from the external conditions of education, such as social conditions, time and space structures etc.
This well introduced and established essentialist and naturalist viewpoint is actually questioned by various discursive lines such as e.g. ethnographic, phenomenological, poststructuralist approaches. It is more and more replaced by dynamic concepts which also take phenomena of difference, hybridity, dissemination and intermingling into account. In new concepts on performativity or on practices etc. the multiplicity of topoi, centers and backing interestscome into sight, signifying and constituting reality.(Oswald 1997: 62)In the consequence,the diversity,complexity and ambiguity of symbolic ordersbecome thinkable and can be examined.
In Germany it was the “ArbeitsgruppeBielefelderSoziologen”, which in 1973 initiated a turn in the discussion of qualitative research methods. Their scientific attention turned away from the predominant focus on the institutions of education and on the principal names and orders standing for cultural knowledge. They were rather interested in everyday-life and -interactions. At a first glance one may decipher and devaluate everyday-practices more or less as non-reflective routines. However, such routines at a second glance turn out to be not that solid and firm as our denotative structure indicates. Beside processes of heritage and the adoption of habits (Bourdieu 1985), diverse modes of a constitution of practices such as emergence, reinterpretation, differentiation and consolidation come into play. One can realize that“practices systematically form subjects and objects” (Foucault 1972: 49).
Thingsare then recognizable as process owners and acting instances. They are supposed to function as translators between the own and the foreign spaces, between material and immaterial worlds, social and physical areas. The things are regarded as producing significance and meaning, social relations and practices, identities, ideals and memories, which are not any more clearly attached to certain stakeholders, but they are multifunctional and polysemous. In the diverse fields of an implementation of the information and communicationtechnologies the border between the real and the virtual world is constantly moving and at times also fading. It is progressively difficult to define the material aspects of culture. One discovers new symbolic effects of materiality and a not already known materiality of immaterial phenomena in the new social communities, sceneries and organizations.
One may structure these phenomena as different modes of time.
Indicative areas of research:
• What are the methodological and methodical aspects of a research on practices in the field of empirical social research?
– How to grasp the material and performative aspects of social phenomena?
– How to take the diverse time structures of them into account?
– What kind of data can be regarded as fitting to an explorative approach, i.e. participant observation (e.g. audio-/videography)?
– How do iconic representations, architectural and ecological environments, didactic settings, time structures and other tacit aspects of everyday life influences pedagogical practices?
– How can the relation between explicit and implicit phenomena be investigated and empirically captured?
– How can implicit processes of practices be documented?
– How can implicit processes of practices be analyzed? How can e.g. body-language, body-communication and body-interaction be deciphered?
– How can implicit relations between several persons be explored?
Structure of the symposium:
The conference contains two parts: On Friday the 27th of September 2013 there will be the possibility to visit Ørestadskole in Copenhagen/Ørestad. On the next day we provide for conventional presentation formats (20´+ 10´ discussion) as well as for poster sessions that are combined with new forms of presentation (??). On Sunday the 29th of September – in case there are not too many papers – we provide a forum for active participation and discussion with the focus on certain themes and methodological questions. The language of the symposium is English.
We invite you to send us an abstract (ca. 300 words) that fits into the given frame of the symposium containing: title of the paper, research topic/aim, theoretical framework, methodology/research design, maybe: findings, keywords
The Uses of Verbal and Nonverbal Language of the Children Gaming in the Schoolyard as a Sign for Their Ethnocultural Identification and Gendering
Stela Maris Ferrarese-Capettini
(Museo del Juguete Étnico “Allel Kuzen”)
Scenario-based didactics: An overview of different problems and possibilities with teaching scenarios that bridge domains “inside” and “outside” schooling
T. Hanghøj, M. Misfeldt, J. Fogt
(Aalborg University Copenhagen)
Individual learning in and with a competent group in the context of difference – Students’ status in the classroom and the consequences for (university) teaching
(University College of Teacher Training Burgenland)