• Since December 2016, doctoral candidate at the Institute of Educational Sciences (Department of Educational Sciences) and holder of the Christoph Lichtenberg Scholarship as part of the GINT doctoral programme (Learning in Informal Spaces)
• Lecturer on the social science perspective in General Studies at the University of Oldenburg
• Studied social sciences (politics and economics), German studies and philosophy at the University of Oldenburg
• 2016: Master of Education in secondary school teaching; thesis title: ‘Literature as a Space for Political Experience – Literary-Political Understanding as an Approach to Subject-Oriented Political Education’
• Since 2016: Teaching German as a Foreign Language in youth and adult education at the Oldenburg Adult Education Centre (VHS)
• 2014 to 2016: Tutor and research assistant in the didactics of political education at the Institute of Social Sciences and in a research project on teacher professionalisation in educational sciences at the Institute of Educational Sciences
• 2014 to 2015: Summer language courses at the Goethe Institute
• 2013 DAAD language assistant at the University of Economics in Bratislava (Slovakia)

In order to support processes of social transformation in the interests of sustainable development, fostering political judgement is a central aim of ‘Education for Sustainable Development’ (de Haan, 2008). An important question in this regard is how conflicting perspectives from the fields of ecology, economics, politics and civil society can be thematically incorporated into out-of-school educational programmes. As part of this research project, thought processes and patterns of reasoning, as manifested in pupils’ arguments, are examined within the context of a pre-post design and using reconstructive methods (Bohnsack, 2000). The central research question is: How do political judgements develop under the influence of experiences at out-of-school learning venues and encounters with different perspectives? Particular focus is placed on the triad of attitude, knowledge and willingness to act, or intrapersonal conflicts of action. Interviews have already been conducted with experts from out-of-school learning environments; an intervention study is currently being planned, which will also examine the integration of visits to these learning environments into the school curriculum.