Session Information
Contribution
The StuBSS study (2007-2009, http://www.uni-marburg.de/fb21/ifsm/ganztagsschule) accompanied the development of concepts for all-day schools (Laging) as one of the BMBFs initiated projects and was intended to contribute to the solving of the so-called PISA problem (Coelen, Rauschenbach). One part of the study focused on the behaviours of various age groups, genders, and peers on the schoolyard before, between and after lessons. What were the pupils actually doing? Where they going in for any physical activity? What did they tell you they were doing, if you asked them? And, how did they work from their ’deep structure’?
Socialization, initially, was seen as a more passive process. In the last two decades, however, research on subjectivation and incorporation has picked up based on Bourdieu’s praxéology (Friebertshäuser et. al.), which was soon suggested to need some innovative, methodical approaches (Meuser). Especially research on the topic of childhood (Honig, Hengst), performance (Tervooren), and ritual (Wulf, Wagner-Willi) included some such necessary approaches.
The subproject ZeitRäume (Hietzge 2009, 2010) concentrated on reconstructing the emergence of movement cultures at schools and the activities of pupils in the construction of themselves through bodily performances. The project used videographic documentation, video elicitation (Schubert), and group discussions. The analysis relied deeply on Bohnsack’s Documentary Method, but was embedded in a wider concept of life-world analysis (Soeffner, Luckmann).
The study mainly focused on spacing activities. Schoolyards show less or more opportunities for movement. They either elicit, or prevent self-organized activities, which are quite relevant for competence acquisition.
The presentation will offer some insight into the whole study and its results by providing key video material from various schools, age, and gender groups. The aim is to show the relevance of school breaks for development and pinpoint the hidden pedagogical effects of (landscape) architecture (Bilstein, Ecarius, Rittelmeier) on schoolyards. IZBB schools received financial support to modify their yards, whereas all-day schools in many urban settings were left unprivileged. School breaks offer the most prominent opportunity for peers to meet, interact, and occasionally solve problems (Helsper, Oswald/Krappmann), while suitable schoolyards provide the space and infrastructure for pupils to show who they are and would like to be, by enacting extant games, or even by experimenting and inventing their own form of play.
The general focus on lessons and formal teaching runs the risk of underestimating the importance of experience gained from the basic social and physical interaction found in informal settings.
Method
Expected Outcomes
References
see 'proposal information'
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