04 SES 16 B, Can Social, Emotional and Intercultural Competencies play a Crucial Role in the Era of Risk? Part 1
Symposium to be continued in 04 SES 17 B
Normative recognition theories (e.g. Honneth, 1995) refer to recognition as a form of acknowledgement or respect for another being, which is considered key to the development of a positive relation-to-self and individual autonomy. Honneth (1995) distinguishes three modes of recognition: (1) Emotional support: unconditional affection and care, (2) Cognitive respect: equal treatment in law, and (3) Social esteem: being valued for individual particular characteristics, which are judged positively in light of shared practices. These three modes are needed to develop self-confidence, self-respect, and self-esteem. For children, recognition in the family is crucial for identity development, but as their development progresses, experiences with teachers and classmates also gain in significance. However, empirical data from previous studies show that some students experience disregard in schools (Prengel, 2013; Vieluf & Sauerwein, 2018), which violates their identity. The present paper aims at examining whether such experiences are more frequent in some schools than in others and which role the social and emotional competencies of the teacher body at these schools play in this context. To this end, we analyse associations between student reports of the recognition received from teachers with (a) these teachers’ self-reports of their self-awareness, self-management, and their social awareness and with (b) a vignette-based measure of these teachers’ social perspective taking. Data was collected in 36 schools in Croatia, Slovenia, and Sweden in the context of the longitudinal intervention study “HAND in HAND”. Students in one class within each of the 36 schools answered a student questionnaire including two questions to measure the recognition received from their teachers. All teachers teaching this particular class at that school were invited to answer a teacher questionnaire including self-report scales on their self-awareness, self-management, and social awareness as well as a vignette-based measure of their social perspective taking. The resulting data will be analysed using multilevel regression models. In the presentation, results of analyses will be presented and discussed. Theoretical as well as practical conclusions will be drawn.
Helsper, W. (2008). Schulkulturen - die Schule als symbolische Sinnordnung. Zeitschrift für Pädagogik , 53, 63–80. Honneth, A. (1995). The Struggle for Recognition: The moral grammar of social conflicts. Cambridge, MA: MIT Press. Prengel, A. (2013). Pädagogische Beziehungen zwischen Anerkennung, Verletzung und Ambivalenz. Leverkusen: Barbara Budrich. Vieluf, S. & Sauerwein, M. (2018). Does a lack of teachers’ recognition of students with migration background contribute to achievement gaps? European Educational Research Journal. Advance online publication.
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