Participating scientists/promotion students
Participating scientists/promotion students
Intersectional sensitivity research cluster
The research cluster focussing on intersectional sensitivity stems from the goal of strengthening and sharpening the Oldenburg profile developed as part of the teacher education quality offensive (OLE+). The team and the supervising university lecturers have been working together intensively for some time. Intersectional sensitivity thrives on interdisciplinarity and makes differentiated multi-level analyses possible in the first place. The cluster represents a direct further development of the research on heterogeneity in the OLE+ project and creates links to the topics of improving theory-practice relationships and professionalisation in teacher training.
Starting points in Oldenburg
In addition to the DiZ graduate programme and the OLE+ project, the research context of intersectional sensitivity enables the linking of other successful Oldenburg research projects with other research areas of teacher education. This stimulates transfer processes and synergy effects between teacher education, subject-specific research projects and different disciplines and cultures.
Professors
Prof Dr Heike Derwanz (Associate Member)
Europa-Universität Flensburg, Department of Textiles and Fashion
Europa-Universität Flensburg, Institute for Aesthetic-Cultural Science and Practice, Department of Textiles and Fashion
Auf dem Campus 1, 24943 Flensburg
Research focus:
- Cultural anthropology of textiles, fashion and clothing
- Clothing and sustainability
- Teaching material culture and, in particular, education for sustainable development in the field of textiles
- Didactics of textile design
Participation in the research cluster Intersectional Sensitivity
Prof Dr Mario Dunkel (Spokesperson)
Music education with a focus on transcultural music education Institute of Music
Institute of Music, School III
Research focus:
- Music education
- transcultural music education
- Connections between music and politics
- Cultural and musicological research on jazz and popular music
Participation in the Teacher Training 2040 graduate programme
Participation in the research cluster Intersectional Sensitivity
Prof Dr Till-Sebastian Idel
School pedagogy and general didactics
Institute of Educational Sciences, School I
Research focus:
- Design, change and reform of teaching, schools and pedagogical professionalism
- Interaction of teachers with their pupils
Participation in the research cluster Intersectional Sensitivity
Participation in the research cluster Language-aware subject teaching / language-sensitive teaching and learning
Prof Dr Michaela Kaiser
Art education and mediation in the context of inclusion and exclusion
Institute of Art and Visual Culture, School III
Research focus:
- Inclusion and exclusion from a difference-theoretical perspective
- Art pedagogical ability norms and performance regulations
- Art education and art mediation in a culture of digitality
- Practical professionalisation research in art education and art mediation
- Cooperative relationships between art education and art mediation actors
- Intersectional sensitivity
Participation in the research cluster Intersectional Sensitivity
Prof Dr Ulla Licandro (Spokesperson)
Heterogeneity and diversity with special consideration of inclusive educational processes
Institute of Special Needs Education and Rehabilitation, School I
Research focus: Heterogeneity and diversity with special consideration of inclusive educational processes
Prof. Dr phil. Christa Runtenberg
Didactics of philosophy
Institute of Philosophy, School IV
Research focus: Inclusive education, philosophising with children, theory-practice spaces, didactics of the subjects philosophy and values and norms
Prof Dr Annett Thiele
Pedagogy and didactics for physical and motor impairments as well as chronic and progressive diseases
Institute of Special Needs Education and Rehabilitation, School I
Research focus: Pedagogy and didactics in the case of physical and motor impairments as well as chronic and progressive diseases: Inclusion of pupils with neurological impairments, reintegration in oncological diseases, diversity and school social work at vocational schools
Doctoral students in the Teacher Training 2040 Research Training Group
At the centre of the three doctoral projects within the framework of the Research Training Group "Teacher Education 2040" at the University of Oldenburg is research on the arrangement of different teaching-learning concepts in special education, music education and philosophy didactics, oriented towards theoretical-conceptual, empirical and research-methodological questions. In addition, the interdependencies of teaching-learning processes in the three fields are critically analysed; didactic models, methods and interventions are developed and evaluated with the aim of critical-reflective professionalism. In regular graduate meetings (every six months), individual questions, specific theoretical references and research methods are discussed and further developed on an interdisciplinary basis. The theoretical foundation is to be further developed by working on the following overarching question:
- To what extent can intersectional sensitivity be an educational goal in the context of schools?
- What are the conditions for the development of intersectional sensitivity at the structural and interaction levels?
Rena Janßen: Safer spaces in music education: Intersectional Perspectives
Supervisor: Prof. Dr Mario Dunkel
In Germany, there are more and more music workshop formats that address specific target groups, such as female*, transgender and non-binary music producers. In the free workshops, participants can learn how to produce and mix music or play in a band. These so-called safer spaces can be a protective space for certain people (Lewis et al., 2015) and offer an experiential and learning space in which participants feel safe and treat each other sensitively (Arao & Clemens, 2013). To date, German-language music education and musicology have hardly dealt empirically with safer spaces in informal and formal music education. The three-year dissertation project aims to close this gap by analysing the significance of safer spaces from the participants' perspective and identifying empowerment strategies. To this end, an ethnographic study will be conducted using field visits and interviews. The data will be analysed with the help of Gabriele Winker and Nina Degele's (2010) intersectional multi-level analysis. Following on from this, the thesis discusses the extent to which safer spaces and empowerment practices can be integrated into music lessons.
Institute of Music, School III
Link to the person
Link to the Research Training Group Teacher Education 2040
Sarah Volknant: Linguistic-cultural diversity from an intersectionally sensitive perspective: Teachers' beliefs and competences
Supervisor: Prof. Dr Ulla Licandro
The doctoral project aims to develop a well-founded, intersectionally sensitive competency model for dealing with linguistic and cultural diversity in schools. At the centre is the consideration of (linguistic) power relations and notions of normality, as well as research into the professional beliefs of student teachers and teachers on the linguistic-cultural diversity of pupils. The significance of these beliefs for pedagogical practice and how they should be taken into account in the creation of the competency model will be investigated. Using a systematic review, group discussions with student teachers, classroom observations of best practice examples and episodic interviews with teachers, relevant competences for dealing with linguistic-cultural diversity are filtered from international research, teacher training and educational practice and finally integrated into the competence model.
Institute of Special Needs Education and Rehabilitation, School I
Link to the research group
Link to the Research Training Group Teacher Education 2040
Stefanie Scholz-Wemken †: Inklusive Bildung beim Philosophieren - Entwicklung einer inklusionsorientierten Fachdidaktik für das Fach Werte und Normen (Jahrgangsstufen 5 und 6) unter Berücksichtigung der Intersektionalen Sensibilität
Supervisors: Prof. Dr phil. Christa Runtenberg & Prof. Dr Annett Thiele
The planned dissertation project on "Inclusive education in philosophising - development of an inclusion-oriented subject didactics for values and standards lessons (grades 5 and 6) taking into account intersectional sensitivity", aims to: 1. generate empirically sound knowledge on the implementation practice of inclusive values and standards teaching in Lower Saxony, 2. To generate knowledge about the interactions of power, domination and standardisation relationships and subjectivation processes in inclusive subject teaching and, from this, 3. to establish empirically saturated quality dimensions for diversity-oriented subject didactics in inclusive settings. In addition to the processual connections between participation and exclusion, questions of social inequality, doing disability (Waldschmidt, 2008), inclusion as a process of "reflexive inclusion (Budde, 2018, p. 54)" and educational and othering processes (Riegel, 2016) will be considered.
Institute of Special Needs Education and Rehabilitation, School I
Link to the Research Training Group Teacher Education 2040
Other doctoral students involved
Sophie Berg, Ecological Economy
An analysis of sustainability in research from a critical gender perspective
Research focus: Gender and sustainability; dilemmas of sustainability
Department of Economics and Law, School II
Paul Blattner, MA; Didactics of Philosophy
The Order & the Strange. An analysis of the foreign and the shaping of the self
At first glance, the foreign stands in opposition to the known, the familiar or the near. The foreign is, so to speak, the counterpart, the other, the outside. In this juxtaposition, the foreign is relegated to a place of inaccessibility, because if the foreign were to become the familiar, it would lose its specific foreignness. If the foreign penetrates the familiar without giving up its specificity, there seems to be a danger of the familiar becoming foreign.
The study in this dissertation attempts to shed light on a different understanding of the foreign. With the help of the two philosophers Michel Foucault and Friedrich Nietzsche, the aim is to show that the familiar is only created by drawing boundaries against the foreign: the shaping of the familiar takes place through the shaping of the foreign. This creates a structure of relations, demarcations and localisations - an order. With the help of this approach, it can be shown that the foreign lies hidden in the order itself.
Institute of Philosophy, School IV
Janna Boatswain
Violence protection concepts for women in residential facilities for integration assistance - an evaluation study in the city of Oldenburg
Institute of Special Needs Education and Rehabilitation, School I
Natalie Giuseppina Dutescu, MA; Didactics of Philosophy
Hermeneutics and phenomenology of deliberative morality. The Other as motif and its mediation via narratives according to Schopenhauer and Ricœur
Deliberative morality is understood as critical reflection of one's own will and the ability to withdraw in favour of the consideration of others within a cooperative decision-making process. For a more differentiated definition, the authors Schopenhauer and Ricoeur are analysed in complementary roles. Schopenhauer provides the framework and impetus to a certain extent due to his metaphysics of the will and compassionate ethics and the associated detachment of the subject from its monopoly position in favour of the consideration of others. Ricœur's reflections on reference and narrative theory are the starting point for transporting this other into the realm of intersubjective phenomenology through a narrative perspective, so that it can be depicted in the thinking of the self in order to become a moral factor within the reflections.
The complex of topics that represents the interface to the research field of intersectional sensitivity is the interdependent relationship between morality and narratives, especially narratives of collective identity. Questions that guide the research interest are: under what conditions do narratives make the realities of life and shared experiences visible and connectable and enable a dynamic of reciprocal recognition and care, and under what conditions do narratives have a de-humanising effect by making individuals or collectives invisible?
Institute of Philosophy, School IV
Svenja Jessen M.A.; Mediation of material culture
Implementation of education for sustainable development with a focus on textiles in school lessons and extracurricular cultural education
Textile didactics and education for sustainable development or other future-oriented learning concepts are two areas that have developed separately to date.
Education for sustainable development first appeared by name in the Agenda 2020 in 1992. In 2015, the Sustainable Development Goals were adopted internationally and with them also Goal 4 for quality education, which explicitly mentions education for sustainable development. At the time, Germany also committed to bringing education for sustainable development into schools and universities.
At the same time, Ingrid Köller formulated the potential of the subject of textile design to address global problems in dealing with the world of things in her "Didactics of Textile Material Culture" in 1999. Christian Becker also formulated three areas of competence for textile design in his Textile Literacy in 2005. The third area in particular, "attitudes and behaviour", offers clear links to the area of education for sustainable development. Nevertheless, neither Becker nor Köller formulate any direct references to Agenda 2020, education for sustainable development or related concepts.
The research project aims to investigate the intersection between mediation strategies of textile design and future-oriented educational concepts. The starting point for the empirical research is the "Slow Fashion Learning Box", which was developed with students from the Institute of Material Culture. What role does the special materiality of the subject of textile design play in teaching skills for shaping the future? How can teachers use the materials and techniques of textile design to address diverse groups of students and how do they use the material in their work? Based on empirical materials generated in group discussions, participant observations and interviews, the research aims to develop a future perspective for textile design that implements the challenge of social transformation processes in its teaching strategies.
Institute of Material Culture, School III
Shanti Suki Osman, MA; Music Education
How do women* music students of colour negotiate their higher music education learning environ-ments?
After interviewing a group of women* electronic musicians of colour I defined three types of behaviour - stretching, rejecting and enduring - that they employed to navigate multiple forms of discrimination (for example racism, sexism, racist-sexism and classism). The stereotyping of non-white music students, cliché presentations of popular musics, lack of infrastructure in cases of discrimination and increasing hierarchies within popular musics are findings from reports on higher music education, discussions on diversity in universities and surveys on discrimination in German universities within the last 2-3 years. These inadequate conditions for the advancement of Black students and students of colour led me to question whether women* music students of colour in popular music contexts would navigate Musikhochschulen in Germany with similar strategies to the professional musicians interviewed previously. Working with Patricia Hill Collins's Black-feminist epistemologies I argue the need for intersectional epistemologies to address the need to question and subvert dominant ways of knowing and to understand and expose power relations, here with a focus on Musikhochschulen.
Institute of Music, School III
Sebastian Selzer M. A.; Pedagogy and didactics for physical and motor impairments as well as chronic and progressive diseases
Children and young people with refugee experience and physical disabilities in schools in Thuringia: Participation and its realisation possibilities in regular lower secondary schools
According to Amnesty International's annual report, around 57 million people worldwide have been displaced since 2014 (Geiermann, 2015, p. 1). Of the people with refugee experience who come to Germany, around 10 to 15 per cent are chronically ill, have a mental or physical disability or have multiple impairments (Decker, 2015). The prevalence of developing a depressive disorder and an anxiety disorder is between 20 and 40 per cent (Fegert, 2015, p. 6). Around 300,000 refugees currently attend schools in Germany (Agarwala, Schenk & Spiewak, 2016). This high number poses a major educational challenge for schools (Agarwala et al., 2016), as various dimensions of diversity come together and intersectional issues come into play. There are no current empirical studies and findings on the topic of participation opportunities for children and young people with refugee experience and physical disabilities in the context of school education in Germany as a host country. The explorative dissertation project therefore aims to collect, analyse and describe the knowledge of school management, class teachers and DaZ teachers in inclusion (SekI) in Thuringia through the use of expert interviews. The interviews are analysed with the help of grounded theory. This allows hypotheses and theories to be derived and created. Furthermore, the dissertation project aims to compare different cases and identify best practice examples in order to illustrate the integration and inclusion of children and young people with physical disabilities and refugee experience in the school sector.
Institute of Special Needs Education and Rehabilitation, School I