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

Funding: BMBF (competence centres for digital and digitally supported teaching)

Duration: 2023-2026

Bootsmann, J., Michl, F., Thiele, A., & Scholz-Wemken, S. (in press). Intersectional perspectives. In A. Thiele (Ed.), Pädagogik und Didaktik bei körperlich-motorischer Beeinträchtigung. Stuttgart: Kohlhammer.

Volknant, S., Janßen, R., Scholz-Wemken, S., Licandro, U., Thiele, A., & Dunkel, M. (in press). Intersectional sensitivity. In L.-M. Staab (Ed.), Handbook of Intersectional Pedagogy. Bielefeld: transcript.

Blattner, P. (2024). The true self. Sexuality and the imperative of identity. Journal of Ethics and Moral Philosophy, 7, 439-457. https://doi.org/10.1007/s42048-024-00190-5

Volknant, S. (2024). Linguistic diversity and epistemic injustice: Intersectional perspectives in teacher education. In A. Goldbach, A. Langner, K. Mannewitz, S. Schuppener & N. Leonhardt (Eds.), Power and Knowledge - Critical Reflections in the Context of Inclusion and Exclusion (pp. 130-140). Bad Heilbrunn: Klinkhardt.

Volknant, S., & Licandro, U. (2024). Preparing teachers for linguistically diverse classrooms-A systematic review on interventions and intersectional perspectives. Education Sciences, 14(8), 846. DOI:10.3390/educsci14080846

Dunkel, M & Oeftering, T. (eds.) (forthcoming). Music, Sound and Politics as a Field of Action for Political and Musical Education Münster: Waxmann.

Dunkel, M. & Schiller, M. (eds.) (forthcoming). Popular Music and the Rise of Populism in Europe. New York: Routledge.

Dunkel, M. (forthcoming). Public Jazz Education and the Mediation of Jazz History. In K. Guthrie & Chowrimootoo, C. (eds.), The Oxford Handbook of Music and the Middlebrow. New York: Oxford University Press.

Dunkel, M. (forthcoming). Germany, 1919-1933. In W. van de Leur (ed.), The Oxford History of Jazz in Europe (Volume I). New York: Oxford University Press.

Ginkel, K., Schwenck, A., Schiller, M., Doehring, A. & Dunkel, M. (2023). Popular music as a nationalist resource? Comparative highlights on AfD, FPÖ and the Sweden Democrats (SD). In M. Spiritova & M. Trummer (Eds.), "Pop the Nation!" The nation as resource and argument in cultures of popular entertainment and amusement (pp. 93-112). Münster: Waxmann.

Gregor-Gehrmann, K. & Westerhorstmann, L. (2023). "Writing a poem after Auschwitz is barbaric." Reflection on the impossibility and necessity of representing the unrepresentable on the basis of Art Spiegelman's MAUS. In T. Boyken, J. Brüggemann, K. Gregor-Gehrmann (eds.), Philosophical Questions in the Mirror of Children's and Young Adult Literature. Dresden: Thelem.

Licandro, U. (forthcoming). Language and inclusion. In R. Markowetz (ed.), Academic records on inclusion, Weinheim: Beltz/Juventa.

Licandro, U. (forthcoming). Multilingualism as a task in speech and language therapy education. In A. Mayer & T. Ulrich (eds.), Academic records in speech and language therapy education. Stuttgart: Kohlhammer.

Licandro, U., Abuom, T. & Omari, D. (2023). Linguistically and culturally diverse children with language disorders in Sub-Saharan Africa - Approaches to service delivery. In U. Lüdtke, E. Kija & M. K. Karia (Eds.), Handbook of Communication Disabilities and Language Development in Sub-Saharan Africa (p. 469-478). Amsterdam: Springer.

Schwenck, A. & Dunkel, M. (forthcoming). Populism, Music and the Arts. In G. Katsembekis & Y. Stavrakakis (Eds.), Elgar Research Handbook on Populism. Cheltenham: Edward Elgar Publishing.

Dott, J. & Licandro, U. (2022). Language support for multilingual children with impairments at preschool age. In E. Wilken (Ed.), Bilingualism and multilingualism in children with cognitive impairments (pp. 50-62). Stuttgart: Kohlhammer.

Dunkel, M. & Schiller, M. (eds.) (2022). Special issue of the journal Popular Music, 41(3). Cambridge: Cambridge University Press. Open Access.

Dunkel, M. & Schiller, M. (2022). The People Versus the Power Bloc? Popular Music and Populism. Popular Music, 41 (3), 281-292. open access.

Dunkel, M., Friedmann, S., Janßen, R., Osman, S. S. & Waldvogel, S. (2022). Insights into current research projects at the intersection of music education and intersectionality. Discussion Music Education, 94(2022), 17-24.

Dunkel, M. & Schwenck, A. (2022). Authoritarian masculinity as a (music) pedagogical challenge: A qualitative study on the reception of Kollegah. In T. Wilke & M. Rappe (Eds.), HipHop in the 21st century: Mediality, transmission, social criticism and educational aspects of a (youth) culture (pp. 97-125). Berlin: Springer VS.

Kappenberg, A. & Licandro, U. (2022). More Than Words - How second language learners initiate and respond during shared picture book reading interactions. Early Child Development and Care, DOI: 10.1080/03004430.2022.2088740

Osman, S. S. (2022). Ways to intersectional discrimination-critical music education. Discussion Music Education, 94(22), 31-35.

Dunkel, M. (2021). The Stories of Jazz: Narrating a Musical Tradition (= Jazzforschung / Jazz Research, vol. 48). Vienna: Hollitzer-Verlag.

Dunkel, M. (2021). "Populism and Authoritarian Nationalism in European Music Cultures as a Challenge for Music Education". Zeitschrift für kritische Musikpädagogik, 20, 121-137. special issue edited by Johann Honnens and Carmen Heß.

Dunkel, M. (2021). "'Dorfkind und stolz darauf': Populism in music cultures as a field of action in music education". The Art of Sound, 15 (2), 148-157.

Dunkel, M. (2021) "Mehr als ein 'Buzzword': Zum Synergiepotenzial von Intersektionalitätsforschung und diversitätsbezogenen Musikpädagogik". In V. Krupp, A. Niessen & V. Weidner (eds.), Paths and Perspectives in Music Education Research (= Musikpädagogische Forschung Bd. 42). Münster: Waxmann, 2021. 31-48.

Dunkel, M., Schiller, M., Schwenck, A. (2021). "Researching Popular Music and the Rise of Populism in Europe". In K. Kärki (Ed.), Turns and Revolutions in Popular Music. Proceedings from the XX Biennial Conference of IASPM, Canberra, Australia, 24th - 28th June 2019 (pp. 31-34). Turku: International Institute for Popular Culture.

Licandro, U. (2021). Multilingual children with language development disorders - questions, findings and implications for practice. Language support and language therapy in school and practice, 2(2021), 83-87.

Dunkel, M. (2020). "Connections between Populism, Jazz and Afro-diasporic Music as a Starting Point for Democracy Education". In W. Knauer (ed.), Positions! Jazz and Politics. Darmstadt contributions to jazz research (pp. 79-100). Hofheim: Wolke-Verlag.

Dunkel, M. (2020). "Shaping polyphony". In R. Grätz & C. Höppner (Eds.) (2020), Music Opens Up Worlds: Shaping International Relations (pp. 41-45). Göttingen: Steidl.

Dunkel, M. (2020). "Sexism in contemporary jazz: An intersectional discourse analysis". In A. Charton, B. Dornbusch & K. Knaus (Eds.), Yearbook Music & Gender, Vol. 12: Intersectionality and Mediality in the Contemporary Music Industry (pp. 101-117). Hildesheim: Olms.

Appen, R. von/Dunkel, M. (Eds.). (2019). (Dis-)Orienting Sounds - Power-critical perspectives on popular music. Bielefeld/London: Transcript.

Dunkel, M. (2019). "Jazz Means Respecting Human Rights: The Politics of UNESCO's International Jazz Day". Forum for Inter-American Research 12.2: 5-14. special issue edited by Martin Butler, Bucky Halker and Wilfried Raussert.

Dunkel, M./van Kan, Mischa. (2019). Transnational Perspectives on Jazz in Germany. Jazzforschung im deutschsprachigen Raum, edited by Martin Pfleiderer and Wolf-Georg Zaddach. Berlin: Edition Emvas. 19-36.

Thiele, A. & Bosse, I. (2019). Inclusion-oriented literature lessons with (digital) media. An example of how subject didactics can deal with inclusion in a mediatised society. In: Schluchter, J.R., Zorn, I., Bosse, I.: Handbuch Inklusion und Medienbildung. Weinheim, Frankfurt: Beltz/ Juventus, 77-93.

Dunkel, M. (2018). Music Education and the Production of Prestige: West German Music Diplomacy in South Vietnam (1960-1968). Arts and International Affairs 3.2: 924. special issue edited by Frédéric Ramel.

Licandro, U. (2018). Multilingualism in (inter)action: Peer potentials for inclusive language support and speech therapy. In A. Blechschmidt & U. Schräpler (Eds.), Multilingualism in speech therapy and teaching (Treffpunkt Logopädie, Vol. 5) (pp. 193-202). Basel: Schwabe.

Licandro, U. (2018). Home Language Support for Dual Language Learners with Language Impairment: A Systematic Review. EBP Briefs 12(6), 1-10. Bloomington, MN: NCS Pearson Inc.

Runtenberg, Christa (ed.): Philosophising with children about questions of dying and death in elementary education. In: Angewandte Philosophie und Formen des Philosophierens / Applied Philosophy and Forms of Philosophising. In the series Angewandte Philosophie. An international journal. Jörg Hardy / Oliver Scholz (ed.). Göttingen 2018. pp. 29-58.

Runtenberg, Christa (ed.): Forms of applied philosophising. In: Angewandte Philosophie und Formen des Philosophierens / Applied Philosophy and Forms of Philosophising. In the series Angewandte Philosophie. An international journal. Jörg Hardy / Oliver Scholz (eds.). Göttingen 2018. pp. 59-70.

Runtenberg, Christa: Philosophising with children in the training of early childhood education professionals. In: Ethical dimensions of inclusive education. In the series "Inclusive education". Edited by M. Quante, S. Wiedebusch, and H. Wulfekühler. Weinheim Basel 2018. p. 154170.

Thiele, A. & Huybrechts, A. (2018). Literature teaching and didactics in inclusive settings: A theoretical and empirical approach. In: Langner, A., Niethammer, M., Koerber, R. & Schütte, M. (Eds.) Inclusion in dialogue between subject didactics, educational science and special education. Klinkhardt: Bad Heilbrunn, 131-137.

Runtenberg, Christa: Contemporary philosophical education and empirical teaching research. In: Martens, Ekkehard (ed.): Empirie und Erfahrung im Philosophie- und Ethikunterricht. Hanover 2017. p. 43 - 58.

Thiele, A. (2017). Future perspectives of a pedagogy focussing on physical and motor development Part I: Lines of development of the scientifically based field of work and considerations for the further development of research and teaching in view of an inclusion-oriented school system. Journal of Curative Education, 68 (2),73-85.

Thiele, A. (2017). Future perspectives of a pedagogy focussing on physical-motor development in view of school inclusion (Part II): Guidelines of pedagogical action, the development of task fields and requirements for the first phase of teacher professionalisation. Journal of Special Needs Education, 68 (5), 228-241.

Licandro, U. (2016). Narrative Skills of Young Dual Language Learners. Acquisition and Peer-Mediated Support in Early Childhood Education and Care. Wiesbaden: Springer VS.

Licandro, U. (2016). Analysing the narrative abilities of monolingual and multilingual children. In U. Stitzinger, S. Sallat & U. Lüdtke (Eds.), Sprache und Inklusion als Chance?! - Expertise and innovationfor daycare centres, schools and practice (349-354). Idstein: Schulz-Kirchner.

Runtenberg Christa: Philosophy didactics. Basiswissen Philosophie, edited by Michael Quante and Simon Derpmann. Paderborn 2016.