Tanja Sturm

Constructing and addressing differences in inclusive schooling – comparing cases from Germany, Norway and the United States

ABSTRACT The central concern of this article is to compare the constructions of differences in inclusive school settings between countries with different school systems. The focus is to find out how constructions of differences generate participation and (dis)advantages and, thereafter, how the constructions are related to the structure of the school system and its formal rules. The aim is to contrast constructions produced by teachers who work in a multi-tracked school system with those from single-track ones. Grounded in Karl Mannheim’s [1980. Strukturen des Denkens. Frankfurt: Suhrkamp] theory on the sociology of knowledge, the analysis targets the practical expressions of constructing and addressing differences. The investigation is based on group discussions with teachers. The comparative results suggest that teachers construct differences between students in different ways, linked to the formal school-based context in which they work. While German teachers construct ‘total identities’ based on achievement and limit students’ participation in teaching settings, their colleagues from Norway and the US conceive of accomplishments built on trust with teachers and the need to feel participation in class. The outcomes indicate that the construction of differences and teaching are related to the structure of school which go along with expectations towards the students.

Konstruktion von Leistung und Ergebnissen im Deutschunterricht einer inklusiven Sekundarschulklasse

Zusammenfassung Angesichts der Zunahme des bisher kaum erforschten inklusiven Fachunterrichts der Sekundarstufe 1 stellt sich die Frage nach seiner praktischen Gestaltung mit Blick auf die Konstruktion von Leistungsdifferenzen und damit verbundener Behinderungen von Lern- und Bildungsprozessen spezifischer Schulergruppen. Die Konstruktion von Leistungsdifferenzen wird in diesem Beitrag am Beispiel des Deutschunterrichts einer Inklusionsklasse mithilfe der dokumentarischen Videointerpretation rekonstruiert. Es dokumentiert sich eine Bewertungspraxis, die Leistung individuell und konkurrenzorientiert fasst und als Ergebnis individuell zuschreibt. Ermoglicht wird dies durch eine geteilte und komplementare Handlungspraxis zwischen Lehrerin und SchulerInnen. Schlagworter: Inklusion, Differenz, Fachunterricht, Leistung, Ergebnis, dokumentarische Videointerpretation ----- Construction of achievement and results in a German class in an inclusive secondary setting Abstract Due to the increase of inclusive schooling in secondary schooling the topic of the, so fare rarely, investigated aspect of subject lessons, arises. The article investigates in the questions how differences in achievement are constructed and handled in a German lesson of an inclusive secondary school and how these constructs hinder or open learning opportunities of certain groups of pupils. In the referred example a recently returned grammar test is the topic. The interpretation of a video sequence is based on documentary video interpretation. It shows a concept of achievement as individual and competitive. It becomes possible through a shared and complementary practice of teacher and pupils. Keywords: inclusion, differences, German class, achievement, result, documentary video interpretation ----- Bibliographie: Sturm, Tanja: Konstruktion von Leistung und Ergebnissen im Deutschunterricht einer inklusiven Sekundarschulklasse, ZISU, 1-2016, S. 63–76. https://doi.org/10.3224/zisu.v5i1.04

Videografien schulischer Praktiken der Differenzbearbeitung und -herstellung. Einleitung in den Themenschwerpunkt

Bibliographie: Sturm, Tanja/Wagner-Willi, Monika: Videografien schulischer Praktiken der Differenzbearbeitung und -herstellung. Einleitung in den Themenschwerpunkt, ZQF, 2-2015, S. 163-171. https://doi.org/10.3224/zqf.v16i2.24323