Session Information
Paper Session
Contribution
Educational institutions sometimes emphatically declare that they are working on particular tasks with a lot of effort and energy. A closer look, however, shows sometimes that in reality the opposite happens. The presenters discuss the question of how this phenomenon can be understood.
In doing so, they refer to an example of a school that initially welcomes unaccompanied young refugees. Subsequently, however, the school does not succeed in fulfilling its educational tasks.
The discussion of a teacher’s reports lead to the assumption that the school failed in dealing with two dimensions of diversity: (a) the diversity among the pupils and the other children and (b) the diversity the school situation has been experienced within a broad spectrum between proclaimed intentions and conscious as well as unconscious anxieties. This assumption is developed with reference to psychoanalytic theories, especially with reference to the psychoanalytic theory of human relations and theories about the unconcious dynamics in organisations. Subsequently, the assumption is presented that - and in which way - institutionalised defence dynamics are significantly involved in the emergence of such processes. Finally implications for education and training as well as for the administration (leadership) of educational institutions are outlined.
Method
The case material has been presented and discussed in a Viennese work discussion group. According to the process of analysing observational case material in three phases, the work discussion protocols and accounts written after each work discussion session were discussed again in several national and international contextes. With reference to psychoanalytic theories concerning organisational dynamics case material and theory based assumtions were developed and compared with results of similar case studies which were published in Great britain, Germany and Austria.
Expected Outcomes
The results of the case study support these powerful findings on the influence of unconscious dynamic processes that negatively affect the work on primary educational tasks in institutions. In addition to other publications, not only processes of splitting but also processes of isolation are examined. New references to dealing with diversity are highlighted and linked to considerations concerning training and development of educational organisations.
References
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