Achievement: A social practice in Primary School Classroom. An International Comparative Analysis on Germany and Italy (together with Prof'in Dr Simone Seitz, FU Bolzano, Italy) (DFG, project number: 543490985, 2025-2028): The project analyses international comparative (Italy-Germany) teaching discourses on ability norms and mission statements of teaching performance. Firstly, educational policy discourses on mission statements of achievement and ability norms in Germany and Italy are examined using discourse analysis and, secondly, ethnographic studies in primary school lessons in the two national education systems are implemented in order to draw conclusions about the importance of political systems and educational policy agendas for the promotion and recognition or standardisation of achievement in primary school lessons. Research into the practices of doing and making ability is embedded in the discourses of research on inclusion/exclusion.

From image to platform (DigiProSMK@UOL, Federal Ministry of Education and Research, FKZ: 01JA23K04C, 2023-2026)

The DigiPro@UOL project at the Oldenburg site investigates media-cultural conditions of professional teacher action in the field of tension between diversification and disciplining of (art) teaching image and educational situations, in particular with regard to image practices and mass media under digital conditions (https://digiprosmk.de/verbund/; lernen.digital/verbuende/digiprosmk/).

In sub-project 1 "From image to platform" (together with Marion Seiler), the Google Arts and Culture platform is analysed with regard to the role and hegemony of algorithms in the canonisation of art-related knowledge and practices. Google Arts and Culture will be mapped as a virtual, algorithmically organised space and algorithmic practices of editing and canonisation of artistic works and their mediation will be examined in order to trace post-digital image spaces in their practices, which on the one hand diversify and on the other hand simultaneously discipline and exclude. The focus of the project is on investigating the disciplining and excluding as well as including effects of algorithmically organised art historical 'memories' and their significance for use in art education.

Ecological anxiety, DigiProSMK@UOL, Federal Ministry of Education and Research, 2023-2026

The DigiPro@UOL project at the Oldenburg site investigates digital-cultural conditions of professional teacher action in (art) teaching educational situations, especially in the post-digital age(https://digiprosmk.de/verbund/; https://lernen.digital/verbuende/digiprosmk/). The social virtual reality space Ökologische Beunruhigung (Ecological Disquiet) , launched in 09/2024 as part of the advanced training course on art education and digitality (KOL.2439.N02), encourages people to react to selected artistic and art-mediating VR positions within teaching and learning contexts. Three artists and an art mediator developed their own scenic spaces for the social VR environment, which are dedicated to (un)disciplined plants in the midst of endangered ecosystems. The tour of the VR space begins with the lecture performance Alaria (2024) by art mediator Chantal Küng, after which the participating visitors experience adapted versions of the VR artworks Blooming Love (2020) by Daniel Hengst, Stranger to the Trees (2020) by Kat Austen and Metamorphosis (2022) by Du Zhang.

The social VR space Ecological Disquiet is an example of an interdisciplinary and experimental training format for art teachers that not only draws attention to the vegetal dimensions of the climate crisis, but also addresses feelings and potential for action. The aim of the Social VR setting is - following existing research approaches from art education, visual culture studies, art education and plant research - to develop a praxeological perspective on post-digital imagery, modes of perception and action (Kramer/Idel/Schierz 2018; Schütze 2020; Rafael 2022; Lübke/Schmidt-Wetzel 2024) and to deepen the significance of art education research in the Anthropocene (Huber 2023; Holz 2023; Wagner 2024). Implications for the professionalisation and further education of art teachers are derived from the results.

Performance makes school (scientific monitoring of performance-enhancing mission statement development and network formation at Paderborn University, 2018-2023, FKZ: 01JW1801L)

With the sub-project "Development of school mission statements with a focus on performance-enhancing school development and the establishment of cooperative network structures", the sub-project focuses on the internal school process of developing mission statements and shaping school cultures that take up the reflection of ability norms and performance differences as the basis for pedagogical action. The participating project schools are continuously supported and scientifically monitored in these processes. Adaptive formats of academic school support and mission statement development are developed, trialled and scientifically evaluated. In addition to the conceptualisation and review of school support models, the aim is to identify the conditions for success that will flow back into the schools during the course of the process and be rolled out across the school system as the initiative progresses. Link to the project

Biography-orientated and cross-phase teacher training in Oldenburg (OLE+) (sub-project of the quality offensive teacher training at the UOL, BMBF)

Focusing on the curricular integration of elements of "reflective practice"; existing theory-practice spaces form the development cores and are the starting point for the expansion of corresponding teaching-learning formats in co-operation with non-university extracurricular learning venues such as the museum. These are researched in an iterative process and the results are incorporated into teaching formats.

• Politicisation of art mediators in the field of tension between positioning and subjectivation. A praxeological reconstruction of professionalisation processes, Nina Ahokas
• "Unheard voices, damaged landscapes. Critical aesthetic education in the GDR" (working title), Dr Ulrike Gerhardt
• Historical curriculum research in the school subject of art, Dr Alexander Henschel
• Abilities in art lessons - an ethnographic study on un/doing dis/ability in the social practice of art lessons at primary schools (working title)Séneca Jurado van Bürck
• Google Arts and Culture in the field of tension between diversifying and disciplining art education (working title), Marion Seiler
• Art reports as a cultural and press-political instrument of power in the Nazi era - Examination of the coverage of the "Great German Art Exhibition" in Munich from 1937 to 1943 in the "Frankfurter Zeitung and Handelsblatt", Wiebke Trunk
• Professional biographies of art teachers with regard to their understanding of performance (orders) in art teaching (working title)Marielouise Schild