Conference:
ECER 2008
Format:
Paper
Session Information
20 SES 07, Curriculum Developments
Paper Session
Time:
2008-09-11
15:30-17:00
Room:
A1 314
Chair:
John Willumsen
Contribution
The objective of this paper is to present the conception of “sensitivity towards strangeness”, its measurement, and practical implications within the field of physical education. In the long run, it is intended to develop training programs in order to develop and/or improve a sensitivity towards strangeness - in particular through the medium of sport and physical activity (cf. Noethlichs 2005, 2003). However, the evaluation of the intended training program requires measuring instruments. As a result, the sensitivity towards strangeness STSQ is developed in order to measure effects of intervention activities in a quasi-experimental design.
Strangeness appears to be a central construct within the field of intercultural education (Auernheimer 2003; Erdmann 1999). In this context, strangeness is basically understood as a social construction in the means of a constructing a borderline between strangeness and familiarity such as between insiders and outsiders. Terms such as “xenophobia” and “hate against strangers” illustrate problematical consequences related to this phenomenon.
However, the sensitivity towards strangeness means learning to deal with perceived differences and strangeness constructively. Such a capability requires some general understandings about structures and mechanism leading to perceptions of strangeness. The insight that strangeness is not an attribute of a person or social group but rather socially constructed is crucial element when intending to improve a better mutual understanding. In addition, knowledge about the structures and mechanism leading to strangeness is compulsory in order to meet the stranger with a certain degree of open-mindedness which includes being capable to deal with the implicit uncertainty as well which moreover refers to identity development.
Method
As a result, sensitivity towards strangeness is conceptualized and operationalized (sensitivity towards strangeness questionnaire, STSQ). The STSQ’s measuring stability and validity is tested empirically through a number of linked field studies and quasi-experimental design. Besides conceptualizing and operationalizing STS, practical experiences were gained within P.E. school classes and on-the-job-training for teachers, and P.E. students in order to examine the options of improving a STS through the medium of sport and various types of physical activities (Noethlichs 2003, 2005b).
Expected Outcomes
Thus, these practical experiences in the realm of physical education seem to be fruitful in terms of the theoretically assumed direction, but further research is required in order to examine the effects of such interventions under more scientifically controlled circumstances. The STSQ is consequently supposed to be one central indicator in order to evaluate training programs with respect to increasing sensitivity towards strangeness.
References
Auernheimer, G. (2003). Einführung in die interkulturelle Pädagogik. 5./6. Schuljahr.Wissenschaftliche Buchgesellschaft. Erdmann, R. (1999). Ich bin Ich und Du bist Du. Zur Bedeutung der Identität für die Interkulturelle Bewegungserziehung. In R. Erdmann (Ed.), Interkulturelle Bewegungserziehung (pp. 61-80). Sankt Augustin: Academia. Gieß-Stüber, P. (1999). Der Umgang mit Fremdheit – Interkulturelle Bewegungserziehung jenseits von Ausgrenzung oder Vereinnahmung. In R. Erdmann (Ed.), Interkulturelle Bewegungserziehung (pp. 42-60). Sankt Augustin: Academia. Noethlichs, M. (2003). Integrieren im Sport – spielend kämpfen. Sportpädagogik, 27, 16-19.
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