Session Information
32 SES 07 A, Social Innovation in Education. Part 1: Social Innovation as boundary work
Symposium to be continued in 32 SES 08 A
Contribution
In the context of the development of educational landscapes, new cooperation structures and organizational networks emerge between schools and social pedagogical institutions responsible for youth welfare services (BMFSFJ 2005; Bollweg 2018; Spies/Wolter 2018; among others). The school development discourse itself appears to be developing into a hybrid discourse, as social (and special) pedagogical education discourses are gaining increased influence and relevance for school development processes. On the search for manageable concepts for a coherent entanglement (Zander/Kolleck/Hannover 2014), the institutions involved will cross traditional borders between school and social work in order to emphasize the compensatory interaction of formal school and non-formal socialpedagogical settings (Sting 2018). The presentation uses the example of primary schools and their cooperation partners in social pedagogical profession, to pose the question of which theoretical ‘border crossings’ become visible in the confrontation with multi-rational subject discourse references in the process of dissolving the traditional borders of the partial-disciplinary pillar structure of organizational responsibilities as third spaces in order to reach social innovation. Or, if – almost in a gap between the anchor points of a network and against the background of the educational policy mission of improving chances of social participation – hybrid organizations are (already) forming in order to reach social innovation? Based on the example of multi-rational perspectives, the transgressing of organizational borders of school and social pedagogical fields of action (primary schools, kindergarten and day homes; school social work; children and youth work; child guidance) inevitably lead to the shift of disciplinary and structural borders, when viewed from an educational theory perspective (Geißler 2018; Ehrenspeck-Kolasa 2018). Consequently, organizational pedagogical desiderata to clarify organizational hybridity become visible.
References
Bollweg, Petra (2018): Bildungslandschaft. In: Böllert, Karin (Hrsg.): Kompendium Kinder- und Jugendhilfe. Wiesbaden: VS Verlag, S. 1161-1180. [BMFSFJ] Bundesministerium für Familie, Senioren, Frauen und Jugend (2005): 12. Kinderund Jugendbericht. Bericht über die Lebenssituation junger Menschen und die Leistungen der Kinder- und Jugendhilfe. https://www.bmfsfj.de/blob/112224/7376e6055bbcaf822ec30fc6ff72b287/12-kinder-und-jugendbericht-data.pdf (Abfrage: 29.06.2018). Ehrenspeck-Kolasa, Yvonne (2018): Philosophische Bildungsforschung: Bildungstheorie. In: Tippelt, Rudolf/Schmidt, Bernhard (Hrsg.): Handbuch Bildungsforschung. 4. Auflage. Wiesbaden: VS Verlag, S. 187-212. Geißler, Harald (2018): Bildungstheoretische Grundlagen der Organisationspädagogik. In: Göhlich, Michael/Schröer, Andreas/Weber, Susanne Maria (Hrsg.): Handbuch Organisationspädagogik. Wiesbaden: VS Verlag, S. 127-138 Spies, Anke & Wolter, Jan (2018): Das Konstrukt der Bildungslandschaft als Maßstab für (Grund)Schulentwicklungsprozesse In: Erziehung und Bildung. Heft 3. 71. Jahrgang. S. 274-291. Sting, Stephan (2018): Bildung. In: Graßhoff, Gunther/Renker, Anna/Schröer, Wolfgang (Hrsg.): Soziale Arbeit. Eine elementare Einführung. Wiesbaden: VS Verlag, S. 399–411
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