Booster Unit as part of the MWK funding scheme ‘Strategically Unlocking Potential’

Project leaders: Prof. Dr Felicitas Macgilchrist, Prof. Dr Mario Dunkel, Prof. Dr Jorge Marx Gómez

Funding bodies: Lower Saxony Ministry of Science and Culture (MWK) and the Volkswagen Foundation

Duration: 2026–2029

Joint project in co-operation with the German National Library Leipzig

Project leaders: Prof. Dr Mario Dunkel and PD Dr Dr habil. Frédéric Döhl (German National Library)

Funded by: Volkswagen Foundation, funding line "Change! Fellowships" funding line

Duration: 2025-2030

Joint project Performance: A social practice in primary school. A German-Italian international comparative analysis

Project leader: Prof. Dr Michaela Kaiser in co-operation with Prof. Dr Simone Seitz (University of Bolzano)

Funded by: German Research Foundation (DFG) - project number 543490985

Duration: 2025-2028

Joint project to strengthen cooperation between the universities of Oldenburg and Bremen

Project leader: Prof Dr Michaela Kaiser and Prof Dr Alisha Heinemann (University of Bremen)

Funding organisation: Northwest Alliance, Now Advanced funding line

Duration: 2026-2027

Joint project in co-operation with Goethe University Frankfurt, the Centre for Lifelong Learning (C3L) and the Centre for Migration, Education and Cultural Studies (CMC) at the University of Oldenburg, as well as representatives of migrant self-help organisations

Project leaders: Prof. Dr Ayça Polat and Dr Joachim Stöter

Funding body: BMBFSFJ (Integration through Education )

Duration: 2024–2027

Joint project within the framework of lernen:digital

Project leader: Prof. Dr Mario Dunkel
Co-operation with the University of Münster and Leuphana University Lüneburg

Funded by: BMBFSFJ(Competence centres for digital and digitally supported teaching in schools. Centre of Excellence for artistic-creative subjects and sport)

Duration: 2023-2026

Joint project within the framework of learning:digital

The DigiProSMK project network brings together ten colleges and universities whose representatives work in six Communities of Practice (CoPs) with different specialisms and focuses on the common, overarching project goals.

• CoP 4: Art education research on post-digital modes of perception in the Anthropocene: The social virtual reality space Ecological Disquiet (2023-2026), VR learning space, Prof. Dr Michaela Kaiser and Dr Ulrike Gerhardt, sub-project within the framework of DigiProSMK
• CoP 5: From image to platform (2023-2026), Prof. Dr Michaela Kaiser, Marion Seiler and Nina Ahokas, sub-project within the framework of DigiProSMK

Funded by: BMBFSFJ(Competence centres for digital and digitally supported teaching in schools. Centre of Excellence for artistic-creative subjects and sport )

Duration: 2023-2026

Joint project within the framework of lernen:digital

In the DigischuKuMPK project network, five universities from three different Federal States are cooperating with 30 selected project primary schools as partners.

Funded by: BMBFSFJ(Centre of Excellence for School Development )

Duration: 2023-2026

Dunkel, Mario (2026²): Diversity and Intersectionality. In: Dartsch, Michael et al. (eds.): Handbook of Music Education. Stuttgart: utb, pp. 167–175.

Dunkel, Mario; Hardjowirogo, Sarah-Indriyati; Oberhaus, Lars; Pelleter, Malte; Rocker, Steffi; Siedenburg, Ilka; Tobis, Sophia; Vorst, Julian; Wachtmann, Arne (2026): Producing in Music Lessons: Reflections on the Joint Project ‘Digitality – Diversity – Producing. Practices of Popular Music in Schools and Further Education’. In: *Diskussion Musikpädagogik* No. 109, pp. 14–21. Online: https://www.junker-verlag.com/dmp-109 [30 April 2026]

(forthcoming) Geipel, Karen et al. (eds.): Handbook of Educational Subjectivation Research. Bielefeld: transcript. (open access)

Polat, Ayça (2026): Understanding and Taking Diversity into Account – How to Talk about Categories of Difference without Being Involved in Systems of Difference Ourselves? In: Lower Saxony State Centre for Political Education (ed.): Getting Started, Sticking with It, Not Staying Alone. Diversity-Conscious Organisational Development in Political Education. Hanover: Lower Saxony State Centre for Political Education, pp. 6–20. Online: https://demokratie.niedersachsen.de/startseite/aktuelles/publikation-anfangen-dranbleiben-nicht-alleine-bleiben-251490.html [23 June 2026]

(forthcoming) Rose, Nadine/Hoppe, Marie: School as a context of subjectification. In: Dogmus, A./Leiprecht, R./Steinbach, A. (eds.): School in a migration society. Frankfurt am Main: Wochenschau.

Huf, Christina/Idel, Till-Sebastian (eds.) (2025): Inclusive Education: A Comprehensive Study. Contributions from the accompanying academic research on the PRIMUS school trial. Wiesbaden: Springer VS. Online: https://link.springer.com/book/10.1007/978-3-658-48915-1 [30 April 2026]

Jungen, Thari/Nastold, Friederike (2025): Ambivalences of Care/Curare: Solidarity Networks and Curatorial Practices as a Form of Collective Resistance. In: Michelkevičė, Lina et al. (eds.): The Art–Labour Relationship in Contemporary Art. Vilnius: Acta Academiae Artium Vilnensis, pp. 78–97. Online: https://aaav.vda.lt/journal/article/view/312/319 [30 April 2026]

Kaiser, Michaela/Seiler, Marion/Ahokas, Nina (2025). Google Makes Art. Google Arts and Culture and the digital mediation of visual culture. In: Winkler, Antje/Brenne, Andreas (eds.): Sharing is Caring in Art Education Research. Perspectives and Practices of an Art Education Critical of Discrimination and Power. Bielefeld: transcript, pp. 249–262. Online: https://www.transcript-open.de/doi/10.14361/9783839400609-020 [30 April 2026]

Nastold, Friederike (2025): Planetary Interdependencies. Between Mourning, Caring, and Repairing – Curatorial Strategies of Care for a Changing Planet. In: Zeszyty Artystyczne No. 2 (48), pp. 164–181. Online: https://za.uap.edu.pl/wp-content/uploads/2025/12/ZA_48-10.pdf [30 April 2026]

Polat, Ayça (ed.) (2025²): Migration and Social Work: Knowledge, Attitudes, Action. Textbook in the series ‘Grundwissen Soziale Arbeit’, Vol. 14. Stuttgart: Verlag Kohlhammer.

Rabenstein, Kerstin/Macgilchrist, Felicitas/Wagener-Böck, Nadine (2025). Digitality and Everyday Teaching: Ethnographic Case Studies on the Maintenance of Change. Bad Heilbrunn: Julius Klinkhardt. Online: https://doi.org/10.35468/6190 [30 April 2026]

Bock, Annekatrin/Macgilchrist, Felicitas/Rabenstein, Kerstin/Wagener-Böck, Nadine (2024): Hoping for Community in a Technologically Decelerated World – A Critical Utopian Approach. Futures No. 163. Online: https://doi.org/10.1016/j.futures.2024.103434 [30 April 2026]

Huf, Christina/Idel, Till-Sebastian (2024): “Caring for belonging”. Care relationships from the perspective of pupils in the PRIMUS pilot school project. In: Dietrich, Cornelie/ Uhlendorf, Niels/ Windheuser, Jeannette (eds.): Care – Education – Upbringing. Weilerswist-Metternich: Velbrück Wissenschaft, pp. 123–138. Online: https://www.inlibra.com/de/document/view/detail/uuid/9c2a20e6-a38f-30f3-a59d-23eb3efc8dfe [30 April 2026]

Polat, Ayça / Joseph-Magwood, Abigail (eds.) (2024): Everyday Racism – Challenges for Social and Educational Work in a Society of Migration. Stuttgart: Kohlhammer Publishers.

Heinemann, Alisha/Karakasoglu, Yasemin/Linnemann, Tobias/Rose, Nadine/Sturm, Tanja (eds.) (2023): Breaking Down Boundaries. Papers from the 28th Congress of the German Society for Educational Science. Opladen et al.: B. Budrich. Online: https://shop.budrich.de/produkt/entgrenzungen/ [30 April 2026]

Heinemann, Alisha/Yalız Akbaba (2023): Decolonising Educational Sciences – An Introduction. In: Akbaba, Yaliz/Heinemann, Alisha M.B. (eds.). Decolonising Educational Sciences. Theoretical Debates and Practice-Oriented Impulses. Weinheim: Beltz Juventa, pp. 14–31. https://www.pedocs.de/volltexte/2024/29051/pdf/Akbaba_Heinemann_2023_Erziehungswissenschaften_dekolonisieren.pdf

Kuhlmann, Nele/Rose, Nadine/Hilbrich, Ole/Bellmann, Johannes/Reh, Sabine (eds.) (2023): Social-Theoretical Educational Science. Outlines of a Theoretical and Research Programme. Wiesbaden: Springer. Online: https://link.springer.com/book/10.1007/978-3-658-41191-6 [30 April 2026]

Ricken, Norbert/Rose, Nadine/Otzen, Anne/Kuhlmann, Nele (2023): The Linguistic Nature of Recognition. Perspectives from Subjectification Theory on a Form of Pedagogy. Weinheim: Beltz. Online: https://www.beltz.de/fachmedien/erziehungswissenschaft/produkte/details/50378-die-sprachlichkeit-der-anerkennung.html [17 June 2026]

Seitz, Simone/Kaiser, Michaela (2023): Giftedness and Achievement within Discourses. In: Seitz, Simone/Auer, Petra/Bellacicco, Rosa (eds.). Inclusion in an International Perspective – Educational Justice in the Focus. Leverkusen: Barbara Budrich, pp. 67–88. Online: https://www.pedocs.de/volltexte/2023/26652/pdf/Seitz_et_al_2023_International_perspectives.pdf [30 April 2026]

Otzen, Anne/Rose, Nadine (2022): Addressing. In: Feldmann, Milena/Rieger-Ladich, Markus/Voß, Carlotta/Wortmann, Kai (eds.): Key Concepts in General Educational Science. Educational Vocabulary in Flux. Weinheim and Basel: Beltz Juventa, pp. 15–21. Online: https://content.e-bookshelf.de/media/reading/L-18126981-520b595c09.pdf [30 April 2026]