p. 1Global Learning in Encounters within South-North School Partnerships| 02.05.2016 | Susanne Krogull
Learning about worl...
p. 2Global Learning in Encounters within South-North School Partnerships| 02.05.2016 | Susanne Krogull
1. Research Context...
p. 3Global Learning in Encounters within South-North School Partnerships| 02.05.2016 | Susanne Krogull
1. Research Context...
p. 4Global Learning in Encounters within South-North School Partnerships| 02.05.2016 | Susanne Krogull
2. Theoretical Fram...
p. 5Global Learning in Encounters within South-North School Partnerships| 02.05.2016 | Susanne Krogull
3. Methodological A...
p. 6Global Learning in Encounters within South-North School Partnerships| 02.05.2016 | Susanne Krogull
Sample
3. Methodolo...
p. 7Global Learning in Encounters within South-North School Partnerships| 02.05.2016 | Susanne Krogull
Tripartite typology...
p. 8Global Learning in Encounters within South-North School Partnerships| 02.05.2016 | Susanne Krogull
Tripartite typology...
p. 9Global Learning in Encounters within South-North School Partnerships| 02.05.2016 | Susanne Krogull
Localizing differen...
p. 10Global Learning in Encounters within South-North School Partnerships| 02.05.2016 | Susanne Krogull
Bm [...] because w...
p. 11Global Learning in Encounters within South-North School Partnerships| 02.05.2016 | Susanne Krogull
Putting difference...
p. 12Global Learning in Encounters within South-North School Partnerships| 02.05.2016 | Susanne Krogull
Bm And thanks to t...
p. 13Global Learning in Encounters within South-North School Partnerships| 02.05.2016 | Susanne Krogull
Using differences
...
p. 14Global Learning in Encounters within South-North School Partnerships| 02.05.2016 | Susanne Krogull
Af And now we’ve g...
p. 15Global Learning in Encounters within South-North School Partnerships| 02.05.2016 | Susanne Krogull
The role of the or...
p. 16Global Learning in Encounters within South-North School Partnerships| 02.05.2016 | Susanne Krogull
Global (Citizenshi...
p. 17Global Learning in Encounters within South-North School Partnerships| 02.05.2016 | Susanne Krogull
Ahluwalia, D. P. S...
p. 18Global Learning in Encounters within South-North School Partnerships| 02.05.2016 | Susanne Krogull
Thank you very muc...
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Susanne Krogull: Learning about world society in North-South school encounters. An empirical study in Bolivia, Germany and Rwanda

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Panel Presentation by Susanne Krogull (Lehrstuhl für Allgemeine Pädagogik / Unversität Bamberg)
Symposium “Theory and Practice: Global Learning in Excursions in the Context of South-North School Partnerships”
2.-3. May 2016, Kassel/Germany

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Susanne Krogull: Learning about world society in North-South school encounters. An empirical study in Bolivia, Germany and Rwanda

  1. 1. p. 1Global Learning in Encounters within South-North School Partnerships| 02.05.2016 | Susanne Krogull Learning about world society in North-South school encounters An empirical study in Bolivia, Germany and Rwanda
  2. 2. p. 2Global Learning in Encounters within South-North School Partnerships| 02.05.2016 | Susanne Krogull 1. Research Context 2. Theoretical Framework 3. Methodological Approach 4. Findings 5. Interpretation & Discussion
  3. 3. p. 3Global Learning in Encounters within South-North School Partnerships| 02.05.2016 | Susanne Krogull 1. Research Context → North-South encounters are a growing area of practice → high expectations in regard to GL and world societal learning → very little research in this field (on industrialized states Zeutschel 2002; Busse et al. 2000; Rostampour/Melzer 1999; voluntary services Düx et al. 2008) Research question: How do youth perceive world society?
  4. 4. p. 4Global Learning in Encounters within South-North School Partnerships| 02.05.2016 | Susanne Krogull 2. Theoretical Framework Research question: System Theory and Globalization (Appardurai 2008, Stichweh 1994, Luhmann 1997) Globalization: standardization of cultural practices, social risks and social networks, but at the same time their differentiation Society today = world society -> No communication is independently possible from a world-wide context
  5. 5. p. 5Global Learning in Encounters within South-North School Partnerships| 02.05.2016 | Susanne Krogull 3. Methodological Approach Data collection: Group discussions (Loos/Schäffer 2008) Data analysis: Documentary Method (Bohnsack 2008) -> Sociology of Knowledge (Mannheim 1928/1952) a) Communicative knowledge (explicit, theoretical) -> immanent/literal meaning b) Conjunctive knowledge (pre-reflexive, tacit) -> documentary meaning
  6. 6. p. 6Global Learning in Encounters within South-North School Partnerships| 02.05.2016 | Susanne Krogull Sample 3. Methodology Germany -> Bolivia Germany-> Rwanda Rwanda -> Germany Bolivia -> Germany 3 groups 2 groups 9 groups 8 groups Total: 22 groups, aged 16-29
  7. 7. p. 7Global Learning in Encounters within South-North School Partnerships| 02.05.2016 | Susanne Krogull Tripartite typology developed from the data Type 1 Type 2 Type 3 Difference Order Use 4. Findings
  8. 8. p. 8Global Learning in Encounters within South-North School Partnerships| 02.05.2016 | Susanne Krogull Tripartite typology developed from the data Type 1 Type 2 Type 3 Difference Personal proximity Community Society Order Hierarchization Identification Abstraction Use Stabilization through knowledge Adaptation through application Change through transfer and meta reflection 4. Findings
  9. 9. p. 9Global Learning in Encounters within South-North School Partnerships| 02.05.2016 | Susanne Krogull Localizing differences • Differences are perceived in relation to the group‘s personal proximity • Related to everyday life in their personal surroundings • School, everyday life, nature
  10. 10. p. 10Global Learning in Encounters within South-North School Partnerships| 02.05.2016 | Susanne Krogull Bm [...] because we were there in summer well here in Bolivia, hm there it was summer here winter at se- or 7.30 in the evening it’s already dark, (.) whereas in Germany at 7 pm there’s light in summer, (.) when I’m happy in the city center with my shopping bags, (.) and when (.) a car stops and it was my mom well the mom of Cathy my sister (.) worried and asked me where have you been, well I’m here but it is still early, I look at my watch and it was 7.30 pm and I couldn’t believe it because there was light it was one of my first days, because there was light I thought that (.) that (.) that it was four in the afternoon, [...] Bolivian group Emerald Difference
  11. 11. p. 11Global Learning in Encounters within South-North School Partnerships| 02.05.2016 | Susanne Krogull Putting differences in an order • Perceived differences are put in a dichotomous order (black – white, rich – poor, industrialized – developing -> North-South) • Dichotomy is hierarchized • Paternalism & submission
  12. 12. p. 12Global Learning in Encounters within South-North School Partnerships| 02.05.2016 | Susanne Krogull Bm And thanks to the people in A-town who helped them to prepare the trip of the Rwandese (.) and to go to Germany that is very good because (.) here in Rwanda (.) to (.) to go (.) by plane and (.) to go to another country to another coun- to another continent (.) that’s very that’s very good (.) but (.) but I or you (.) th- th-there’s the measure (.) to go to Germany that’s very that’s very good that’s the first (.) very good. and the second was for me (.) to go to a family (.) of whites (.) we shared the meal at the same table (.) that’s th- the second and (.) and (.) another thing to go to class (.) you you sit with who a German me a German a German the whole class belonged to the Germans and I the Rwandese that’s very good and it’s proud but sit with whom me the the German friends [...] Rwandan group Larimar Order
  13. 13. p. 13Global Learning in Encounters within South-North School Partnerships| 02.05.2016 | Susanne Krogull Using differences • Focus on knowledge acquisition • Knowledge used to stabilize the North-South dichotomy
  14. 14. p. 14Global Learning in Encounters within South-North School Partnerships| 02.05.2016 | Susanne Krogull Af And now we’ve given the Bolivians, well the Bolivian exchange students, well ehm practically an understanding of their poverty, in their country, this is I think a big step forward, basically that the:y again see the reality, see it in their country again, in a developing country, so to say, and yes Bf └And they’re surely going to talk to others about it Af └yes. German group Smaragd Perspective on learning
  15. 15. p. 15Global Learning in Encounters within South-North School Partnerships| 02.05.2016 | Susanne Krogull The role of the organization • Organization-related ways of dealing with difference • Organization-related connection possibilities to world society • Learning through organizations • Participation and learning? • Schools: national (even federal) institutions 4. Interpretation & Discussion
  16. 16. p. 16Global Learning in Encounters within South-North School Partnerships| 02.05.2016 | Susanne Krogull Global (Citizenship) Education • Situated learning: “abstraction” instead of “hands-on experience” • Participation at home • Reflection is necessary • Well-trained group leaders 4. Interpretation & Discussion
  17. 17. p. 17Global Learning in Encounters within South-North School Partnerships| 02.05.2016 | Susanne Krogull Ahluwalia, D. P. S./Nursey-Bray, P. (ed.) (1997): Post-Colonialism: Culture and Identity in Africa. Horizons in Post-Colonial Africa Appadurai, A. (2008a): Disjuncture and difference in the global cultural economy. In: Inda, J.X./Rosaldo, R. (eds): The anthropology of globalization: a reader. Blackwell Readers in Anthropology 1. 2. Edition. Malden, pp. 47-65 Ashcroft, B./Griffiths, G./Tiffin, H. (2003): Post-colonial Studies. The key concepts, London Beck. U. (1997): Was ist Globalisierung? Irrtümer des Globalismus – Antworten auf Globalisierung, 4. Edition. Frankfurt/Main Bhabha, H. K. (1994): The Location of Culture. London Bohnsack, Ralf (2009): Die Mehrdimensionalität der Typenbildung und ihre Aspekthaftigkeit. In: Jutta Ecarius/Burkhard Schäffer (ed.): Typenbildung und Theoriegenerierung. Perspektiven qualitativer Biographie- und Bildungsforschung. Opladen & Farmington Hills Bohnsack, R. (2008a): Rekonstruktive Sozialforschung. Einführung in qualitative Methoden. 7. Auflage. Opladen, Farmington Hills Bohnsack, Ralf (2008b). The Interpretation of Pictures and the Documentary Method. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 9(3), Art. 26, http://nbn-resolving.de/urn:nbn:de:0114-fqs0803267. Bohnsack, R./Nentwig-Gesemann, I./Nohl, A.-M. (ed.) (2007): Die dokumentarische Methode und ihre Forschungspraxis. Grundlagen qualitativer Sozialforschung. 2. Auflage. Wiesbaden Castells, M. (2002): Das Informationszeitalter: Wirtschaft, Gesellschaft, Kultur. 3 Bände. Opladen Coronil, F. (2004): Latin American postcolonial studies and global decolonization. The Cambridge Companion to Postcolonial Literary Studies. Ed. Neil Lazarus. Cambridge Collections Online. Cambridge University Press. 14 April 2009 DOI:10.1017/CCOL0521826942.012 Ebert, A./Lidola, M./Bahrs, K./Noack, K. (ed.) (2009): Differenz und Herrschaft in den Amerikas. Repräsentationen des Anderen in Geschichte und Gegenwart. Bielefeld Gogolin, I. (2006): Erziehungswissenschaft und Transkulturalität. In: Göhlich, M./Leonhard, H.-W./Liebau, E./Zirfas, J. (ed.): Transkulturalität und Pädagogik. Interdisziplinäre Annäherungen an ein kulturwissenschaftliches Konzept und seine pädagogische Relevanz. Weinheim and Munich, pp. 7-29 Göhlich, M./Leonhard, H.-W./Liebau, E./Zirfas, J. (ed.) (2006): Transkulturalität und Pädagogik. Interdisziplinäre Annäherungen an ein kulturwissenschaftliches Konzept und seine pädagogische Relevanz. Weinheim and Munich Kossew, S./Schwerdt, D. (ed.) (2002): Re-Imagining Africa: New critical Perspectives. Horizons in Post-Colonial Studies. Huntington Luhmann, N. (1997): Die Gesellschaft der Gesellschaft. 2 vol. Frankfurt/Main Mannheim, Karl (1952). Essays in the sociology of knowledge. London Mannheim, Karl (1982). Structures of Thinking. London References
  18. 18. p. 18Global Learning in Encounters within South-North School Partnerships| 02.05.2016 | Susanne Krogull Thank you very much for your attention! susanne.krogull@uni-bamberg.de

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