“Situated Practices of Exclusion and Inclusion”
Place and time:
European Humanities University (Vilnius)
10.10.2014 – 11.10.2014
There is a strong tendency and tradition in Educational Sciences to look at pedagogical situations as if they were substantial unities and well-defined settings. Internal conditions, such as personal abilities, motivations, subjective perceptions, individual approaches, concepts etc., are mainly regarded as distinct entities, separable from the external conditions of education.
This well introduced and established essentialist and naturalist viewpoint is actually questioned by various discursive lines such as e.g. ethnographic, phenomenological, poststructuralist, dialogical approaches. It is more and more replaced by dynamic concepts which take phenomena of difference, hybridity, dissemination and intermingling into account. The diversity, complexity and ambiguity of the orders which signify and constitute educational realities as well as the multiplicity of topoi, centers and backing interests come into sight. A social, especially a pedagogical situation is then not seen as merely given, but as constituted by historical or cultural conventions, by conceptual approaches, by methodological and methodical presuppositions etc. – in short and in everyday-language: by the very underlying philosophy. Besides that, they are ruled by diverse material processes and conditions. In both regards we speak of tacit dimensions.
Seen from this perspective, in the pedagogical fields not so much standards and norms, but everyday-life and –interactions get into sight.
Everyday-practices one may decipher and devaluate at a first glance more or less as non-reflexive routines. However, at a second glance they turn out to be not that solid and firm as our denotative structure indicates. Besides inherited and adopted habitūs (Bourdieu) diverse modes of a constitution of practices such as emergence, reinterpretation, differentiation and consolidation come into play. The aim is to work out how situated practices form social and educational relations and dispositions. We use theoretical approaches as analytical tools to get these practices into sight.
In this symposium we concentrate on those practices which in some way lead to social exclusion and inclusion. Social exclusion and inclusion are seen as effects of situated practices, defined in these practices and not per se.
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 take the diverse, esp. the exclusive and inclusive aspects of social practices into account?
– How can theoretical approaches be transformed into methodical ones to grasp the material and performative aspects of social phenomena?
– How do iconic representations, architectural and ecological environments, didactic settings, time structures and other tacit aspects of everyday life influence pedagogical practices in terms of social exclusion or inclusion?
– How can the relation between explicit and implicit phenomena be investigated and empirically captured?
– How can implicit processes of practices be documented?
– What kind of data can be regarded as fitting to an explorative approach, i.e. participant observation (e.g. audio-/videography)?
– 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?
The conference fee will be 40 € (20 € for students); it includes a meal and coffee.
Prof. Dr. Tatiana Shchyttsova, Ass. Prof. Dr. Anja Kraus
Intergenerational communication as a socially “including” force (philosophical-anthropological analysis of the film Is Anybody There? – 2008 / dir. John Crowley) Tatiana Shchyttsova (Vilnius, Lithuania)