Session Information
32 SES 11 A, Motion, Emotion, and Identity as Aspects of Learning in and by Organizations
Paper Session
Contribution
In times of globalisation there can be no doubt that living spaces are crisscrossed by multidirectional influences and therefore difficult to grasp (Robertson 1995; Berger 2013). A pedagogic investigation in this phenomenon therefore concentrates on the educational processes that enable or restrict those influences in school.
In this paper the organization school is researched from an educational perspective: Pupils with various cultural backgrounds come together not only in classes, but in the context of school in general. Consequently school itself can be analysed as a multilocal space, where pupils develop cultural identities. In fact, taking into account theories of glocalisation, the focus should shift towards the relationship between the local and the global as aspects of identity formation (see Lamprecht/Ulrich-Riedhammer 2014): Glocalization is said to be a phenomenon of our time. It describes how our world becomes more and more complex in terms of spatial interaction of local and global developments. This very term opposes a eurocentristic spatial understanding of globalization, that is wide spread, as it displays the complexity or, to be more concrete, the multidirectionality of the concept of globalization. Locality and globalism can in their syncretization therefore be recorded as multilocal in terms of spatial theory. What is crucial in this context, is how the concept of the world forms within a ‘transcultural production of sensual worlds’.
On the basis of a comparative empirical-cultural school study of five different school types in Delhi, in Erlangen and in Munich, the paper will present findings of the project „Glocalised life-settings“ funded by the German Research Association (DFG), located at the Institute for Education in Erlangen at the chair of Prof. Michael Göhlich.
Method
Expected Outcomes
References
References: Berger, Th. (2013): Die Identität im Spannungsfeld kultureller Globalisierung: "Braucht der Mensch Grenzen?" Online-Verlag: Grin. Lamprecht, J./Ulrich-Riedhammer, M. (2014): Urteilsbildung und Einbildungskraft. Zum Fremden im Geographieunterricht. In: Schoberth, I. (eds.): Urteilen lernen II. Ästhetische, politische und eschatologische Perspektiven moralischer Urteilsbildung im interdisziplinären Diskurs, Göttingen: Vandenhoeck & Rupprecht, pp 89-124. Robertson, R. (1995): "Glocalization: Time-Space and Homogeneity-Heterogeneity," In: Featherstone, M./Lash, S./Robertson, R. (eds.), Global Modernities. London: Sage, pp 25-44
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