• Since 12/2016 PhD student at the Institute of Educational Sciences (Department of Educational Sciences) and Christoph Lichtenberg scholarship holder as part of the doctoral programme GINT (Learning in Informal Spaces)
• Teaching assignment on the social science perspective in subject teaching at the University of Oldenburg
• Studied social sciences (politics and economics), German studies and philosophy at the University of Oldenburg
• 2016 Master of Education for the grammar school teaching profession, title of thesis 'Literature as a political space of experience - literary-political understanding as an approach to subject-oriented political education'
• Since 2016 German as a foreign language in youth and adult education at the VHS Oldenburg
• 2014 to 2016 Tutor and research assistant in the didactics of civic education at the Institute of Social Sciences and in a research project on teacher professionalisation in the educational sciences at the Institute of Educational Sciences
• 2014 to 2015 Goethe-Institut summer language courses
• 2013 DAAD language assistant at the University of Economics in Bratislava (Slovakia)

In order to support social transformation processes in the sense of sustainable development, the promotion of political judgement is a central goal of "education for sustainable development" (de Haan, 2008). How conflicting perspectives of ecology, economy, politics and civil society can be thematically integrated into extracurricular educational programmes is an important question here. As part of the research project, thought processes and orientation patterns, as they manifest themselves in student argumentation, are analysed in the context of a pre-post design and using reconstructive methods (Bohnsack, 2000). The central question here is: How do political judgements develop under the impression of the experience at the extracurricular learning location and the encounter with the different perspectives? A special focus is placed on the triad of attitude, knowledge, willingness to act and intrapersonal conflicts of action. Interviews have already been conducted with experts from extracurricular learning centres; an intervention study is currently being planned which will also look at how the learning centre visit is embedded in the school environment.