Session Information
19 SES 06 A, Parallel Paper Session 6A
Paper Session
Contribution
Intercultural education in Germany is a mainstream issue that is not adequately addressed by schools’ curricula. Therefore it is often ignored in every day school life. Our study, founded by the French-German youth organisation, focuses on intercultural education in student exchange programs in primary schools. As primary schools reflect social heterogeneity, we assume that primary school children also face intercultural questions (Montandon 2008). Because of the cultural and lingual heterogeneity of the pupils, intercultural meanings are negotiated in class, fostered by students’ own exchange experiences. Primary school children can benefit from these programs in terms of social learning and openness towards other languages. The student exchanges offer important formative experiences that support a later educational career. Furthermore, the contacts children build abroad through such exchanges are often fostered for a long time. In this study, participating groups of children have the opportunity to perform learning and play activities that involve attributes unknown or strange. The related video-ethnographic research takes a close look at learning processes through such play in intercultural encounters. The classes are accompanied for one year’s time. The researchers document the contact, the group structures and individual approaches to intercultural questions through the use of thorough field descriptions. During the exchange program, contact situations are filmed with a focus on children acting in groups and playful performances (for example sportive games children use to get to know each other). Performative approaches of children, for example spontaneous contacts, leisure time activities and games, in intercultural encounters are identified, examined and analysed. The material may be used for teacher training courses and curricular innovation. The activities of children in student exchange programs may give teachers the opportunity to adapt their lessons (in Germany in the so-called Sachunterricht, basic primary lessons in social science) to incorporate the implicit intercultural experiences children have already formed.
Method
Expected Outcomes
References
References Dewey, J. (1997). Democracy and Education. New York Friebertshäuser, B. (2012). Der schulische Trainingsraum. In Richter, S. (Hg.). Feld und Theorie. Herausforderungen erziehungswissenschaftlicher Ethnographie. Opladen. S. 71-87 Geertz, C. (2003). Dichte Beschreibung. Frankfurt/Main Heinzel, F. (Hg.). (2010). Kinder in Gesellschaft. Was wissen wir über aktuelle Kindheiten. Grundschulverband. Frankfurt/ Main KMK (1996). Interkulturelle Bildung und Erziehung in der Schule. Beschluss vom 25.10.1996. URL: www.kmk.org/fileadmin/.../1996_10_25-Interkulturelle-Bildung.pdf vom 07.12.2012 Krüger-Potratz, M. (2011). Intersektionalität. In: Faulstich-Wieland, H. (Hg.). Umgang mit Heterogenität und Differenz. Baltmannsweiler. S. 183-200 Montandon, Ch. (2010). Pédagogies de l’interculturel à l’école primaire. Découvrir la langue de l'autre. L’Harmattan. Prengel, A. (2011). Selektion versus Inklusion. In: Faulstich-Wieland, H. (Hg.). Umgang mit Heterogenität und Differenz. Baltmannsweiler. S. 23-48 Stauber, B. (2006). Mediale Selbstinszenierungen von Mädchen und Jungen. In Diskurs Kindheits- und Jugendforschung. Jg.1. Heft 3. S.417-432 Wagner, B. (2010). Kontaktzonen im Museum – Kinder in der Ausstellung „Indianer Nordamerikas“. In Paragrana. Bd.19. H.2. S.192-203
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