Session Information
Contribution
The present contribution relates to a long-term study at an elementary school within an inner-city district which, due to diverse research questions, has been periodically carried out for over twelve years (Wulf et al. 2010). Right from the beginning of our ethnographic studies, the institutional communication and education style seemed to be notably open-minded and respectful regarding the cooperation of the teachers, the teacher-pupil-relationships and the behaviour among the pupils. According to the teachers’ statements, the institutional orientation towards the principles of progressive education provides a fruitful pedagogical resource to cope with the heterogeneity of the population of the pupils’ familial backgrounds. Peer-centred teaching and learning arrangements, a considerate communication style, and ritualised spaces of time, among other things, should put pupils in positions to experience transformative agency and advance their creative potential. Thus, the present study focuses on the mode of constituting a learning atmosphere of well-being, conceived as a ’culture of appreciation and recognition‘. Through habitualised communication and inter-action practices, i.e. spatial material settings, corporal positionings, gestures, or glance behaviour, those involved co-create meanings (Kellermann/Wulf 2012). They generate emotional dynamics which have an impact on the constitution of self and group identities, as well as on learning processes (Jeffrey/Troman 2011). The data documents that the concept of a ’culture of appreciation and recognition‘ can be defined as emotion culture. Thereby, the culturally pre-formed and institutionally shaped concept cannot be restricted to binary-coded ascriptions such as praise vs. blame. In fact, it refers to a complex pedagogical conception (Kellermann et al. 2013b) where each member can perceive him/herself as a useful, respected, and worthwhile part of the learning group, enabled for active participation (Beach 2011). From a pedagogical perspective diverse learning opportunities are provided to develop team-spirit, co-operation skills, and (self-) confidence in the own capabilities (Kellermann 2012). Samples from the data document (1) how the institutional mandate of the teachers is communicated on a conceptual level (i.e. according to the programme of the school), (2) to what extent the theoretical concept gains relevance concerning the institutional outcomes. By performing pedagogical practices, ideas, norms, and the interpretation of what ’appreciation and recognition‘ means unfold their performative potential. Thereby, ambivalent and paradox effects are generated – and evoke contradictions and counter(re)actions to the ’culture of appreciation and recognition‘. (3) A third sample refers to the group discussions with teachers and pupils and documents if and to what extent the ’culture of appreciation and recognition‘ contributes to the identification with the institutional community. In summary, the culture of ’appreciation and recognition‘ can be seen as a comprehensive pedagogic concept referring to the ’intangible heritage‘ of a culture (Wulf 2011). The question arises to what extent it creates spaces of possibility for the development of skills to transcend individual limits and incorporated patterns and to face the socio-economic challenges of the future in a creative and innovative manner.
Method
Expected Outcomes
References
(1) Beach, D. (2011): On Structure and Agency in Ethnographies of Education. In: Ethnography and Education Journal. Volume 10, pp. 572-582. (2) Blaschke, G. (2012): Schule schnuppern. Eine dokumentarisch fokussierende Ethnographie zur Gestaltung einer Übergangserfahrung. Opladen/Berlin/Toronto. (3) Bohnsack, R. (2013): Documentary Method. In: Flick, Uwe (Ed.): SAGE Handbook of Analyzing Qualitative Date. Thousand Oaks (forthcoming). (4) Jeffrey, B. and Troman, G. (2011): The Construction of Performative Identities. In: Ethnography und Education Journal. Volume 10, pp. 484-501. (5) Kellermann, I. (2013a): Can Rituals Can Happiness Be Created in Rituals? An Ethnographic Perspective on the Staging of Happiness in the Family in Germany and in Japan. In: Paragrana. Berlin (forthcoming). (6) Kellermann, Ingrid (2013b): Die performative Konstituierung einer Kultur der Wertschätzung (in preparation). (7) Kellermann, I. (2012) (with Wulf, C./Bittner, M./Clemens, I.): Unpacking recognition and esteem in school pedagogics. In: Ethnography and Education Vol. 7. No1. London, pp. 59-75. (8) Kellermann, Ingrid/Wulf, C. (2012): The Creation of Social Space and Emotions Through Gestures. An Ethnographic Study. Société Internationale d’Ethnographie-SIE, Volume 1, S. 199-215. (9) Wulf, C. et al. (2010): Ritual and Identity. The staging and performing of rituals in the lives of young people, London. (10) Wulf, C. (2011): The Performativity and Dynamics of Intangible Cultural Heritage. In: Brosius, C. and Polit, K. (Eds.): Ritual, Heritage and Identity. The Politics of Culture and Performance in a Globalised World. London.
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