27. Didactics - Learning and Teaching
Paper
Europe and the Curriculum. New Approaches to Evaluate Education for Europe in Curricula Across Subjects and National Systems.
Thomas Benz
University of Trier, Germany
Presenting Author: Benz, Thomas
In many school curricula in Europes' public schools, European competency is perceived as a cross-sectional task (see Directorate-General for Education, Youth, Sport and Culture, 2020; “Curriculum Reform in Europe: The Impact of Learning Outcomes” 2012), but subjects outside of the social sciences struggle to fulfill these requirements. The German government organization "Kultusministerkonferenz" (KMK) has been working on defining European competence since the 1970s. In a recent publication (2020) they define a set of competences at the core of European education. The competences in summary are 1) geopolitical knowledge of Europe 2) intercultural competence 3) participatory competence 4) multilingual competence. Furthermore, the quote stresses the importance of building an individual European identity for every student, which co-exists with other regional modes of belonging like national, regional and local ones. Then again, Curriculum Studies (see for reference Pinar et Al., 2004, 2008; Varbelow, 2012) is rarely represented as a discipline in its own rights with research institutes in Europe (see for reference Hopmann & Riquarts 2012; Pinar, 2011). A short look at vastly different understandings of curriculum within curricular documents points towards these shortcomings.
The curricula here included fall into one of different types, which were encountered during the sampling. The classifcation here relies on a rationale of prioritization, to determine which documents were most closely related to the educational reality of the teachers and students, to classroom practice. (see Method section) The language of curricular documents vastly differs based on the outlet and the stake holder/s. Curricular documents, depdending on definitions, might include a wider or narrower range of genres of mediated production. I encounter in my research for curricular texts fall in genres defined as curriculum in a wider sense. The assembly of all curricular documents lead to a textual corpus, which I then divided into two subsamples: one being a corpus composed of all curricular documents across subjects of one area, the other being a corpus composed of the same subject across all areas. This approach will allow me to respond to the research question in two ways. One produces insight into the regional differences in terms of European education, the other produces insight into differences across subjects in that matter.
A similar definitory ambiguitiy persists with the definition of competence. For reason of practicability, I am here looking at competences which enable students to navigate the 5 political systems of the Greater Region and through the results of the analysis, I will also aim to further contribute substance to the working definitions by the KMK above and to the varying discourses of competence in classroom practice. The border region will be referenced here as Greater Region. The definition of Greater Region is marked on one hand by the geographical inclusion of Rhineland-Palantine, Wallonia in Southern Belgium, Luxembourg, the Saarland, and the French region of Grande-Est, on the other by efforts of cross-border cooperation (see Kooperationsraum-Großregion, n.d.). I am aiming to respond to the following: What (unused) potential for the inclusion of European competency is embedded within middle school curricula across different subjects in a cross-border metropolitan area? Which methodology can reveal these competencies across different curriculum designs? The responses to these questions and the analyses here provided will contribute, besides the implications for school development and didactics for teaching Europe, a pilot study to discourses of comparative curricular analysis (see Voogt & Roblin, 2012; Yates, 2016; Wei & Ou, 2019).
Methodology, Methods, Research Instruments or Sources UsedUsing methods of qualitative meta-synthesis (Bennett et al., 2017; Jones, 2004; Baumeister 2003) I am analyzing large bodies of text authored and published by the curricular authorities of 5 school districts from the French, Luxembourgish, German, and Belgian regions of the Greater Region. The qualitative meta-synthesis is aided by corpus linguistic procedures to determine not just themes across texts but also their statistical importance (keyness). (see Jakubíček et. Al, 2015; Baker & LeTendre, 2014). All texts chosen (curricula) are either qualitative in nature or use a wide range of mixed methods to qualitative methods. For that reason, I here focus completely on what Leamy et al. (2011) outlined as a narrative synthesis.
The curricular sample in textual form stems from middle school subjects, which for one exist in a similar form across all school districts in the greater region, for second it is checked for selective bias by including solely public-school curricula of all levels of academic performance from grades 7-8. Lastly, the sample manages to include ‘traditional’ candidates in a search for European competency i.e., social sciences, history, but it equally manages to include STEM subjects.
Sampling: For purposes of representation and validity, I choose subjects which are shared across all regions. The school types might significantly differ in the type of funding they receive, as well as in the outlook for graduates in their respective systems (which might be another research altogether). I encounter several types of curricula during my sampling process. I create a rationale of prioritization, to determine which documents were most closely related to the educational reality of the teachers and students. I categorize them as following: 1. Decrees; 2. Quasi-scientific literature; 3. Instruction manuals. Curricular documents, depending on definitions, might include a wider or narrower range of genres of mediated production. The texts I encounter in my research for curricular texts fall in genres defined as curriculum in a wider sense. (for reference see: Varbelow, 2012; Bhuttah et. Al., 2019; Brömssen & Nixon, 2021)
The assembly of all curricular documents lead to a textual corpus, which I then divided into subsamples: one being a corpus composed of all curricular documents across subjects of one area, the other being a corpus composed of the same subject across all areas.
Conclusions, Expected Outcomes or FindingsThe employed method, and the wider definitions of curriculum allowed for comparison across genres of text, enabling a comparative analysis of those different genres of documents across 3 languages. Furthermore, the competence model yielded nearly exclusively results for the documents of vague character, which had no link to practical classroom applications. The discussion of that fact reveals a lack of pedagogical support or didactic refinement when teaching for Europe is concerned. Exceptions were: curricular documents of middle schools in Luxembourg yielded exceptions here, as they had all 4 competences represented across all genres of curriculum. The fact that some subjects did not have traditional instruction manuals, but instead referred directly to broader literature explains some of these distinctions and needs to be further discussed.
Curricular documents in the sample from the state of Rhineland-Palantine consisted nearly exclusively of quasi scientific literature published by the respective educational stakeholder (Ministerium für Bildung, Wissenschaft, Weiterbildung und Kultur). A true distinction between subjects within a defined group was difficult and the results need to be discussed in light of that bias.In comparison across regions, there was the exception of Luxembourg, where multilingual competency (4) and intercultural competence (3) were represented significantly (keyness value > 1) across all subject groups. Potential for European education is found throughout all subjects, in all areas of the Greater Region, but the implementation into classroom practice, therefore the actual presence of European education, shows to be lacking.
The matrices based on each competence across subjects and across school and regional districts continue to provide material for discussion and serve to flesh out and add to the competency model from KMK from the theoretical framework. A proper overview will be given for the presentation, which allows for further discussion by the audience.
ReferencesBaker, D., & LeTendre, G. K. (2005). National differences, global similarities: world culture and the future of schooling. Stanford, CA: Stanford Social Sciences.
Bennett, J. S., Driver, M.K. & Trent, S.C. (2017). Real or ideal? A narrative literature review addressing white privilege in teacher education. Urban Education, 54(7), 891–918.
Bhuttah, T. M., Xiaoduan, C., Ullah, H., & Javed, S. (2019). Analysis of curriculum development stages from the perspective of Tyler, Taba and Wheeler. European Journal of Social Sciences, 58(1), 14-22.
Brömssen, K. V., & Nixon, G. (2021). Religious Education Curriculum Constructions in Northern and Western Europe: A Three-Country Analysis. In: Religious Education in a Post-Secular Age (pp. 57-81). Palgrave Macmillan, Cham.
Curriculum Reform in Europe: the impact of learning outcomes. (2012). In: Cedefop Research Paper No. 29. Luxembourg: Publications Office of the European Union.
Directorate-General for Education, Youth, Sport and Culture. (2020). Learning about the EU: European topics and school curricula across EU Member States. European Commission.
Hopmann, S., & Riquarts, K. (2012). Starting 21 Dialogue: A Beginning Conversation Between Didaktik and the Curriculum Traditions. Teaching As A Reflective Practice: The German Didaktik Tradition, 3.
Jakubíček, M., Kilgarriff, A., Kovář, V., Rychlý, P., & Suchomel, V. (2014). Finding terms in corpora for many languages with the Sketch Engine. In Proceedings of the Demonstrations at the 14th Conference of the European Chapter of the Association for Computational Linguistics (pp. 53-56).
Kooperationsraum — Großregion. (n.d.). Retrieved October 25, 2022, from https://www.grossregion.net/Die-Grossregion-kompakt/Kooperationsraum.
Kultusministerkonferenz. (2020). Europabildung in der Schule: Beschluss der Kultusministerkonferenz vom 08.06. 1978 in der Fassung vom 15.10.2020. Bonn: Sekretariat der Ständigen Konferenz.
Leamy, M., Bird, V., Le Boutillier, C., Williams, J., & Slade, M. (2011). Conceptual framework for personal recovery in mental health: systematic review and narrative synthesis. The British Journal of Psychiatry, 199(6), 445-452.
Pinar, W. F. (2008). Understanding curriculum an introduction to the study of historical and
contemporary curriculum discourses. New York: Lang.
Pinar, W. (2011). The character of curriculum studies: Bildung, currere, and the recurring question of the subject. Springer.
Voogt, J., & Roblin, N. P. (2012). A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies. Journal of curriculum studies, 44(3), 299-321.
Yates, L. (2016). Europe, transnational curriculum movements and comparative curriculum theorizing. European Educational Research Journal, 15(3), 366-373.
27. Didactics - Learning and Teaching
Paper
Learning About Europe in a Transnational Educational Space – a Study on the Pupils’ Perspectives in the Greater Region
Saskia Langer1, Leif Mönter2
1Trier University, Germany; 2Vechta University, Germany
Presenting Author: Langer, Saskia
When it comes to Europe, pupils, as the “addressees” of education, are embedded in a rapidly changing society and thus confronted with a variety of conceptions of Europe found in societal discourse as well as school curricula and political guidelines on education about Europe. They have to find their place within these discourses and form their own judgements. Additionally, they have the possibility to identify with Europe as a cultural, political, geographical, economical or historical space. Due to heterogenous individual backgrounds and everyday life-experiences, a diversity of students’ perspectives can be assumed. As the didactics concerned with teaching about Europe aim to consider the students’ perspectives in education about Europe and empower them to represent their interests in society and politics (Lange, Vetter & Wegner 2021), this research provides a thorough insight into the students’ perception of and identification with Europe.
The Greater Region, a cross-border region between France, Germany, Luxembourg and Belgium with strong functional integration and frequent cross-border flows (Durand & Decoville 2020), serves as the geographical area of research. Due to the numerous entanglements in the Greater Region, it can be understood – just like other border regions within Europe – as its own transnational region within the region. It forms a space of shared, cross-national action and experience for its inhabitants. The study also examines to what degree the pupils make use of these transnational possibilities.
As a common ground, the objectives for education about Europe by the European Union were analyzed. The Council of the EU formulated recommendations On promoting common values, inclusive education, and the European dimension of teaching (2018). The objectives of education about Europe established in this document are strengthening the “European” values and “European” identities as well as promoting active and critical citizenship. These recommendations tend to juxtapose positive identification on one end with autonomous judgement on the other end of the spectrum. As a consequence, the national or regional curricula range between these two extremes and take these recommendations into account to varying degrees. Furthermore, the production of these curricula rely on different conceptions of Europe (Langer & Mönter 2022). The didactical concepts of Critical Education about Europe reflects on educational goals and aims at enabling the students to reflect critically on the social discourses about Europe with its respective power structures. It also aims at providing students with tools needed to reflect on their own political socialization and to be able to participate in the democratic negotiation process (Eis & Moulin-Doos 2018).
Considering the above mentioned context of diverse interpretations of Education about Europe, an international comparison in an area of common transnational experiences seems all the more necessary to inform about what aspects constitute students' perspectives – their own experiences or/and societal discourses.
Following the perspective of “subjectification” (Mecheril 2014), for the purpose of this research the learners are understood as individuals, that are addressed by institutions like schools in the form of their curricula and the political requirements as subjects, who should develop certain characteristics. Since the orders of difference and belonging are only maintained through performance, the contingency, the possibility of doing things differently, is already inherent in this perspective. The empirical study therefore examines, how the pupils position themselves in the field of so called “addressings” (Rose 2019). To facilitate this examination, the perspectives of the pupils are studied regarding seven dimensions: Conceptions of Europe, identification with Europe, attitudes towards Europe, education about Europe at school, perceived possibilities for participation, the idea of a future Europe and reflection on one's own socialisation and integration into societal structures of power.
Methodology, Methods, Research Instruments or Sources UsedThis paper presents research making use of quantitative and qualitative methods. As laid out above the empirical research is based on a discourse analysis of education policies by European institutions, didactical concepts on education about Europe as well as social science education curricula of the examined regions. This discourse analysis shows a multitude of conceptions of Europe and different aims of education about Europe by which the pupils are addressed as “critical and active citizens” with a “European identity”. To understand the perspective of pupils, the study examines how they react to these expectations, thus position themselves in this field of addressings.
In a self-constructed, semi-standardised questionnaire study, the pupils are interviewed regarding their conceptions of Europe – as a political, cultural, geographical, economical or historical space –, their identification with Europe, their attitudes towards Europe and the EU in particular, the formal education about Europe, the perceived possibilities for participation in Europe and their transnational activities in the Greater Region.
The special characteristic of the questionnaire is that it does not prescribe what Europe should be understood as. The open-ended items make it possible to include unanticipated aspects of conceptions of Europe and European identity. An example for this is the item on identification with Europe, which asks the students to justify their sense of (un)belonging to Europe. The justifications were analysed with the qualitative content analysis according to Kuckart (2017).
The questionnaire study is complemented by two group discussions. A group discussion focuses on the future of Europe. The perceived possibility of shaping the future is the prerequisite for the ability to act, which is the goal of European education in many concepts. The pupils are confronted with the assigned task of shaping the future Europe. The discussion involves pupils who have contrarily assessed their possibilities for shaping Europe in the questionnaire study. In the second group discussion, the recommendation of the Council of the EU, which formulates the goal of promoting identification with Europe among the pupils, is discussed. Here, as well, students are invited who have different attitudes towards the concept of European identity. Both group discussions examine how the students deal with the roles assigned to them and whether they address each other as holders of these positions. In addition, it is observed how the pupils deal with their opposing positions and whether a homogeneous group opinion is formed.
Conclusions, Expected Outcomes or FindingsThe research, which combines qualitative and quantitave methods, gives insight into the perspective of pupils from five European regions on multiple levels: Conceptions of Europe, identification with Europe, attitudes towards Europe, education about Europe at school, perceived possibilities for participation, the idea of a future Europe and reflection on one's own socialization and integration into societal structures of power as well as the transnational activities in the Greater Region. Considering the last aspect of the pupils’ lives, the results of the study promise answers to the questions, if this transnational space is used by the students, if the activities have an impact on the pupils’ perceptions and if the pupils' (re)produce common cross-border discourses or national differences – as seen in the curricula analysis – persevere. The meta-discussions, as part of the group discussions, promise to provide information on how students benefit from reflecting on the roles they are expected to fulfill, which can provide approaches for critical teaching about Europe.
First results show, that the identification with Europe depends not only on the concept of identity but also the conception of Europe, the students refer to. Furthermore, it could be found, that the students reflect on their socialization and also formulate criticism on the concept of European identity, when given the chance.
By examining pupils as subjects who are addressed by the institution of school in a certain way, the study connects the level of educational policy and curricular requirements with the level of the pupils. It is expected that this will also provide further understanding of how teachers, who have to deal with the tension between the students' perspective and the teaching requirements, can unite the two. The research therefor offers points of reference on how to teach about Europe considering the pupils’ perspectives.
ReferencesCouncil of the European Union (2018). Council recommendation of 22 May 2018 on promoting common values, inclusive education, and the European dimension of teaching.
Durand, Frédéric & Decoville, Antoine (2020). A multidimensional measurement of the integration between European border regions. In: Journal of European Integration 42(2), S. 163-178, DOI: 10.1080/07036337.2019.1657857.
Eis, Andreas & Moulin-Doos, Claire (2018). Europäische (Des-)Integration als kollektive Lerngelegenheit? Aufgaben kritischer politischer Europabildung. Zur Einführung. In: Dies. (Hrsg.): Kritische politische Europabildung. Die Vielfachkrise Europas als kollektive Lerngelegenheit? Immenhausen: Prolog-Verlag, S. 7-23.
Kuckartz, Udo (2017). Qualitative Inhaltsanalyse. Methoden, Praxis, Computerunterstützung. Weinheim/Basel: Beltz Juventa.
Langer, Saskia & Mönter, Leif (2022). Europabildung zwischen Identität und Mündigkeit im transnationalen Vergleich. In: Politik Unterrichten. Zeitschrift der Deutschen Vereinigung für Politische Bildung e.V. Landesverband Niedersachsen 37(1), S. 38-47 (https://www.dvpb-nds.de/index.php/material/pu).
Lange, Dirk, Vetter, Eva & Wegner, Anke (2021). Vorwort der Herausgeber*innen zur Reihe sprache – macht – gesellschaft. Europabildung: Zum Zusammenhang von Sprache, Macht und Gesellschaft. In: Dies. (Hrsg.) Europa denken, kommunizieren und erfahren. Herausforderungen einer teilhabegerechten Europabildung. Frankfurt a.M.: Wochenschau Verlag, S. 9-17.
Mecheril, Paul (2014). Subjekt-Bildung in der Migrationsgesellschaft. Eine Einführung in das Thema, die zugleich grundlegende Anliegen des Center for Migration, Education und Cultural Studies anspricht. In: Ders. (Hrsg.). Subjektbildung. Interdisziplinäre Analysen der Migrationsgesellschaft. Bielefeld: transcript Verlag. S. 11-28.
Rose, Nadine (2019). Erziehungswissenschaftliche Subjektivierungsforschung als Adressierungsanalyse. In: Geimer, Alexander/Amling, Steffen/Bosančić, Saša (Hrsg.). Subjekt und Subjektivierung. Empirische und theoretische Perspektiven auf Subjektivierungsprozesse. Wiesbaden: Springer, S. 65-86.
27. Didactics - Learning and Teaching
Paper
EduLing. Reconstructing Citizenship Education in Language Teaching and Learning in Immersive Schools in the Nothern Basque Country
Anke Wegner
Universität Trier, Germany
Presenting Author: Wegner, Anke
The EduLing project is concerned with citizenship education in language teaching and learning in France, Austria and Germany. It is an international comparative study on three teaching-learning settings: language teaching and learning in minority schools, in CLIL and mainstream classes. Although citizenship education is repeatedly considered in the policy discourse on language teaching and learning in Europe, there have been hardly any studies on citizenship education in this context as a didactic category to date: these include a study on the historical development of didactics and textbooks in France (Wegner 1999), curriculum research on regional studies and later intercultural competences (e.g. on "citoyenneté participative", Béacco et al. 2016) as well as two studies on CLIL at German secondary schools with a view to the subject of politics and economics (Wegner 2011) and on social science teaching and learning (Nijhawan 2021). The project therefore aims to empirically reconstruct selected European concepts and practices of citizenship education in language teaching and learning and addresses the research question of the extent to which the mentioned language teaching-learning settings contribute to citizenship education / éducation à la citoyenneté (Ravez 2018) in three different European countries.
The EduLing study is based on the assumption that democracies essentially depend on all adolescents developing into citizens who are able to critically analyse local, national, European and global contexts, negotiate their own positions and help shape society. The challenge for the further development of a concept of citizenship education with regard to language teaching and learning is therefore to extend it from the cultural to the political, democratic and social justice level, especially in the context of social change, globalisation and worldwide migration (Veugelers 2021: 1187). Furthermore, it can be assumed that language teaching in all teaching-learning settings is characterised by linguistic diversity and individual linguistic repertoires of the student body, which decisively shapes both citizenship education and language education. The linguistic heterogeneity of the student body and its consideration and support in the classroom is therefore a focus of the analysis throughout.
The reconstruction of teaching and learning practice focuses on the concept of epistemic quality and powerful knowledge (Hudson/Gericke/Olin-Scheller/Stolare 2022). The promotion of epistemic quality must be seen as elementary, especially in the context of the challenges of the UN Sustainable Development Goal 4, i.e. with regard to the development of an inclusive and equitable quality of education (UN, 2015) that grants all students epistemic access (Young 2013: 115; Morrow, 2008) to powerful knowledge. According to Winch (2013), powerful knowledge includes propositional knowledge (knowing that) as well as inferential and procedural knowledge (knowing how). Hudson (2018) accordingly defines creative thinking as a particular characteristic of high epistemic quality in school mathematics, for example, while superficial, rote and algorithmic thinking in mathematics must be regarded as of low epistemic quality. The concept of epistemic quality can be transferred to the context of citizenship education in language teaching and learning. In this respect, too, the concept of epistemic quality implies an epistemic ascent (Winch 2013; Hudson 2022), a continuum reflecting the progression of the novice towards an expert in subject and language (cf. Wegner/Hudson/Loquet 2022).
The proposal is limited to a discussion of the substudy of French and Basque language teaching and learning in minority schools in the Northern Basque Country, the Ikastola.
Methodology, Methods, Research Instruments or Sources UsedThe data collection and analysis include
- initial interviews with head teachers (problem-centred interviews, Maus 2018) in order to record the general framework conditions of the school and of teaching. For example, the Basque secondary schools in France have been developing and refining a common framework for about 50 years, which is of particular interest in the interviews with head teachers. These data offer a profitable approach to the research field.
- initial interviews with teachers in minority schools, in CLIL and in mainstream schools (problem-centred interviews). The interviews offer a profitable access to the research field on a teaching-learning-specific level. The initial interviews reveal specific theoretical ideas (cf. Schütze 1983), as well as atheoretical knowledge and the underlying conjunctive spaces of experience and orientation patterns of the teachers (Nohl 2017).
- videography of classroom interaction in order to adequately reconstruct the teaching practice and the interaction of the participants. The focus is on reconstructing concepts of citizenship education, language education and the epistemic quality of teaching with reference to powerful subject and language knowledge. The in-situ observation and hermeneutic analysis of classroom interaction as well as learning and educational processes follows selected analytical criteria (Wegner/Hudson/Loquet 2022).
- interviews with teachers related to lesson sequences (problem-centred interviews). The videography of the lessons is followed by another interview with the respective teacher in order to be able to analyse aspects of epistemic quality and powerful knowledge in depth from the teacher's perspective. The interviews prove to be fruitful with regard to the didactic opportunities and challenges of classroom interaction.
- concluding student group interviews (problem-centred interviews), in which core aspects of epistemic quality and powerful knowledge and the students' perspectives on them are discussed. The group interview is particularly suitable for interviews with adolescents, as atheoretical knowledge and thus underlying conjunctive spaces of experience as well as orientation patterns of the group can also be reconstructed in the communication about jointly shared lessons (Nohl 2017).
Thus, the study is based on data triangulation (Flick 2022), which refers both to the triangulation of interviews and classroom videography within each of the chosen settings and to the triangulation of data on three teaching-learning-settings in three countries.
Conclusions, Expected Outcomes or FindingsThe project aims at reconstructing concepts of citizenship education in language teaching-learning settings in three European countries. With regard to this, the concentration on epistemic quality and powerful knowledge proves to be fruitful (Hudson/Gericke/Olin-Scheller/Stolare 2022; Wegner/Hudson/Loquet 2022; Wegner/Vetter in press) and will, based on classroom research, be further developed to contribute to didactic theorising and conceptualising and, especially, to generate an integrated model of epistemic quality and powerful knowledge in citizenship education and language education.
The data from the Basque minority schools, our first set of data, promise profitable insights concerning the integration of citizenship education and language education based on epistemic quality and powerful knowledge. The pedagogical and didactic concept of the Ikastola, as the interviews and videography of classroom interaction show, is strongly characterised by interdisciplinarity, participation and student orientation and it aims at consistently promoting citizenship education and language education in the language classroom. The analysis of the teaching practice and the interview data furthermore shows that the epistemic quality of the content and the epistemic quality of the teacher-student interaction are not only interrelated; it is precisely their interplay that provides powerful knowledge and more equitable access to quality education for all. This concerns both citizenship education and language education in diverse, multilingual learning groups. As far as language teaching and learning in the Ikastola is concerned, there is evidence of a best practice-model to be discussed and exploited for didactic innovation.
The research promises a profound insight into chances and challenges of citizenship education in language teaching-learning settings and enables an empirically based conceptualisation for future classroom practice in Europe.
ReferencesBéacco Jean-Claude/Byram, Michael Byram/Cavalli, marisa/Coste, Daniel/Cuenat, Mirjam Egli/Goullier, Francis/ Panthier, Johanna (2016): Guide pour le développement et la mise en œuvre de curriculums pour une éducation plurilingue et interculturelle. Conseil de l’Europe. https://rm.coe.int/ CoERMPublicCommonSearchServices/DisplayDCTMContent?documentId=09000016806ae64a
Flick, Uwe (2022): Gütekriterien qualitativer Sozialforschung. In: Baur, N./Blasius, J. (Hrsg.): Handbuch Methoden der empirischen Sozialforschung, 533-547.
Hudson, Brian (2018): Powerful knowledge and epistemic quality in school mathematics. London Review of Education 16, 3, 384-397.
Hudson, Brian (2022): Evaluating Epistemic Quality in Primary School Mathematics. In Hudson, B./Gericke, N./ Olin-Scheller, Ch./Stolare, M. (eds.): International Perspectives on Knowledge and Curriculum: Epistemic Quality across School Subjects, Bloomsbury Publishing plc, London, 17-35.
Maus, Eva (2018): Problemzentriertes Interview. In: Boelmann, Jan M. (ed.): Empirische Forschung in der Deutschdidatik. Band 2. Erhebungs- und Auswertungsverfahren. Baltmannsweiler: Schneider Verlag Hohengehren, 35-49.
Morrow, Wally E. (2008): Bounds of Democracy: Epistemological Access in Higher Education. Pretoria, HSRC Press.
Nijhawan, Subin (2021): Multilingual CLIL in the Social Sciences. A Design-based Action Research Approach to Teaching 21st Century Challenges with a Focus on Translanguaging and Emotions in Learning. (Dissertation) Frankfurt.
Nohl, Arnd Michael (2017): Interview und Dokumentarische Methode. Anleitungen für die Forschungspraxis. (5. Aufl.) Wiesbaden: Springer VS.
Ravez, Claire (2018): Regards sur la citoyenneté à l école. In: Dossier de veille de l´IFÉ 125, 1-40. Lyon: ENS. http://veille-et-analyses.ens-lyon.fr/DA-Veille/125-juin-2018.pdf
Schütze, Fritz (1983): Biographieforschung und narratives Interview. In: Neue Praxis 13 (3), 283-293.
UN (2015), Transforming Our World: The 2030 Agenda for Sustainable Development.
https://sustainabledevelopment. un.org/ ?menu=1300 (29.01.2023)
Veugelers, Wiel (2021): How globalisation influences perspectives on citizenship education: from the social and political to the cultural and moral, Compare: A Journal of Comparative and International Education, 51 (8), 1174-1189.
Wegner, Anke (1999): 100 Jahre Deutsch als Fremdsprache in Frankreich und England – eine vergleichende Studie von Methoden, Inhalten und Zielen. München: iudicium.
Wegner, Anke (2011): Weltgesellschaft und Subjekt. Bilingualer Sachfachunterricht an Real- und Gesamtschulen: Praxis und Perspektiven. Wiesbaden: VS.
Wegner, Anke/Hudson, Brian/Loquet, Monique (2022): Epistemic Quality of Language Learning in a Primary Classroom in Germany. In: Hudson, Brian/Gericke, Niklas M./Olin-Scheller, Christina/Stolare, Martin (eds.): International Perspectives on Knowledge and Curriculum. London: Bloomsbury, 53-78.
Winch, Christopher (2013): ‘Curriculum design and epistemic ascent’. Journal of Philosophy of Education, 47 (1), 128–46.
Young, Michael (2013): Overcoming the crisis in curriculum theory: a knowledge-based approach. In: Journal of Curriculum Studies, 45, 2, 101-118.
|
