Pädagogische Ironie - Ironische Pädagogik

Diskursanalytische Untersuchungen


Jens Oliver Krüger

Was setzt es voraus, eine pädagogische Ironie zu identifizieren? Und unter welchen Voraussetzungen avanciert die Pädagogik selbst zur ironischen Angelegenheit? Die Ironie gehört zu den traditionsreichsten Begriffen der Geistesgeschichte. Eine systematische Aufarbeitung von aktuellen und historischen Bezügen grundiert die These einer konstitutiven Widerständigkeit der Ironie gegenüber identifizierenden Zugriffen. Im Rahmen von diskursanalytischen Untersuchungen kann gezeigt werden, dass ausgehend vom Ironieproblem systematische Anfragen an das Pädagogische der Pädagogik möglich sind.

Das Buch ermöglicht einen strukturierten Zugang zum pädagogischen Ironiediskurs und erörtert methodische und systematische Implikationen aktueller Reflexionen zur Ironietheorie. Dabei werden spezifische Potentiale der Diskursanalyse für erziehungswissenschaftliche Forschung ausgelotet. Die Zielsetzung der Studie besteht im Nachweis einer systematischen Anschlussfähigkeit von Ironie für ein pädagogisches Nachdenken.

Jens Oliver Krüger, Dr. phil., geb. 1976, arbeitet als Dozent am Institut für Pädagogik der Martin-Luther-Universität Halle-Wittenberg

Alfred Schäfer

Bildung sollte ein individuell begründetes Selbst- und Weltverhältnis ermöglichen. Dieses neuhumanistische Versprechen beinhaltete immer schon eine Distanz zu den sozial akzeptierten Wissensbeständen und Fähigkeitsprofilen. Deren Aneignung war nicht das Kriterium einer gelingenden Selbstbildung.
Ein solches Verständnis von Bildung scheint nur sinnvoll, wenn soziale Ordnungsvorstellungen nicht als selbstverständlich geltende verstanden werden. Dass deren Begründung nicht nur aus der Sicht des sich bildenden Individuums, aber auch im Hinblick auf den Streit um das Richtige und Gültige problematisiert werden kann, verweist auf eine Verbindung von Bildungs- und Demokratietheorie. Aktuelle Demokratie-theorien thematisieren die letztliche Unmöglichkeit der Begründung sozialer Ordnung und den daraus resultierenden Streit um Begründungsansprüche. Von hier aus erscheint die Frage sinnvoll, ob das Bildungsversprechen nicht zugleich einen politisch-demokratischen Einsatz enthält und wie man sich diesem (theoretisch und empirisch) nähern kann.


Perspektiven, Diagnosen, Lösungen im pädagogischen Alltag


Manfred Wittrock

Edited by Monika A. Vernooij and Manfred Wittrock


System und Didaktik

Jakob Ossner and Jacob Ossner

Paul Dash

This book deals with the issue of African Caribbean pupil invisibility in the art and design classroom. As such it addresses African Caribbean pupil invisibility in almost any teaching and learning context. The book argues that the slave trade, which ruptured their continuities with an African past, continues to impact on the learning of such pupils relative to others. In seeking to explicate this matter, the book places African Caribbean pupils in the wider context of African, Caribbean and Western cultural identities. Just where do they belong? To address this matter, it calls on the theorising of thinkers with an interest in identity construction, learning and belonging particularly with reference to the Caribbean. The book is organised in three sections, the first presents the rationale for the enquiry; the second outlines the outcome from a small research project with a focus on African Caribbean learners in the art and design classroom, and the third reflects on key issues that emerged from the research in relation to the rationale. The book ends by offering possibilities for developing African Caribbean teaching and learning in art and design.

African Caribbean Pupils in Art Education is very erudite and the centre of a world of reference and allusion - Dash relates its arguments and insights to many different writers and contexts. These will lead readers to many other writers and their arguments in related fields of study personalised research - interviews with teachers and students, adds realism and close-to-the-bone insight to the points Dash makes. These interviews are not 'academised' and made tedious or uninteresting, but real life and real classroom and curriculum issues come out clearly and undisguisedly in the subjects’ words. Many of their points are full of meaning and lucidity and add more power to Dash’s arguments.

Thus the book will be of real value to prospective teachers and teacher educators too, as a tool of learning and a stimulus for discussion. The book goes a long way beyond only being a text for Art Education students. It’s arguments have salience for all Educationalists and trainee teachers, as well as for staffrooms in Britain and North America (Canada and the U. S., for example). It deals with vital questions, both for African-Caribbean students and their white and Asian classmates, canvassing issues of intellectual and cultural confidence for African-Caribbean students and historical and contemporary truth for others.

Chris Searle, Director of the Ahmed Iqbal Ullah Race Relations Resource Centre at the University of Manchester.


Keith Edmonds

The book outlines the eradication of democratic freedoms and the emptiness that pervades postmodern existence, combining psychodynamic theories of human behaviour with the politics of consumption. The stark contrast between a representative democracy and our current form of governance is highlighted throughout the book, as corporations have become remarkably adept at creating needs - perceived needs - by convincing consumers that self-fulfilment resides in the purchase of the latest Lexus, IPod, Blackberry, antidepressant, or diet plan. The reader will gain an appreciable understanding of the forces that shape our behaviour and the inadequacy of a democratic institution based on the promotion of special interests and the empty promises of political talking heads.

(Anti) Narcissisms and (Anti) Capitalisms

Human Nature and Education in the Works of Mahatma Gandhi, Malcolm X, Nelson Mandela and Jurgen Habermas

Mark Malisa

What if Mahatma Gandhi, Malcolm X, Nelson Mandela and Jurgen Habermas had a conversation on what it means to be a human being? This book synthesizes the depiction of human nature in relation to (anti)capitalisms and (anti)narcissisms in the work of Mahatma Gandhi (Moksha), Malcolm X (Islam), Nelson Mandela (Ubuntu), and Jurgen Habermas (Communicative Action/Critical Theory). Understandings of what it means to be a human being and the purpose of life vary from one philosophy to another, and yet have a bearing on contemporary issues. The reader is invited to assess the philosophies with regard to conceptually and life affirming philosophies of human nature when placed in the context of (anti)narcissisms and (anti)capitalisms. Also examined are the theories of education in the works Mahatma Gandhi, Malcolm X, Nelson Mandela, and Jurgen Habermas. To teach toward a fuller and meaningful humanity requires an analysis and understanding of the many traditions that contribute to humankind, including the non-western. The classroom offers unheralded opportunities for students and educators to be knowledgeable about different cultures, peoples, and ways of being. (Anti)Narcissisms and (Anti)Capitalisms will be of interest to researchers, educators, students, peace activists, philosophers of education, and those working in the humanities. Mark Malisa Formerly of Northeastern University, Boston: Massachusetts, United States of America

Beyond Stereotypes

Minority Children of Immigrants in Urban Schools


Edited by Rupam Saran and Rosalina Diaz

In an era of ever increasing anti-immigrant sentiment and in the face of the worst economic recession since the great depression, this book presents a timely, compassionate and often moving glimpse into the lives of second generation children of immigrants in urban schools.
The editors and distinguished immigration scholars/ researchers and educators in this book provide compelling research and data that focuses on the effects of ethnic stereotyping on the educational outcomes of youth whose roots span the globe from Puerto Rico to Japan and from Mexico to India, as they struggle to construct identities and make a place for themselves in these United States.
These young people, mostly born in America and attending American schools, must never the less carry the burden of the stereotypes imposed upon their parents and ethnic groups. How they manage to navigate an often biased and unjust system, circumvent roadblocks and recreate themselves as bicultural or hybrid American citizens, makes for a story of courage, resiliency and transformation that restores hope in the fulfillment of the American dream and lends credence to the Emma Lazarus quote inscribed on the “mother of exiles” statue that graces the New York skyline.
“Send these, the homeless, tempest-tost to me, ?
I lift my lamp beside the golden door!”
Additionally the authors present sane and knowledgeable solutions for supporting the education and emotional/psychological/social growth of these young people in our schools, our classrooms and our lives.

The Burden of Educational Exclusion

Understanding and Challenging Early School Leaving in Africa

Edited by Jacques Zeelen, Dorothy Nampota, Josje van der Linden and Maximiano Ngabirano

‘School was nothing but a taboo for me’ concludes Johannah, a young South African, after recounting her life story. Johannah is one of the early school leavers who features in this book. Figures on participation in education in Africa show that despite government agreements and policies developed under the banner of Education for All this remains a remote goal. In several countries, programmes on Universal Primary Education have improved access to education, but do those who enter school remain there until they have reached a suitable level? Do they acquire enough competences at primary and secondary school to survive the tough daily life in sub-Saharan countries? What happens to children and young adults who leave school early? What measures can be taken to prevent them from doing so?
This book is based on research carried out in Eastern and Southern Africa by scholars from Africa and the Netherlands who cooperated within the framework of the ESLA project. The contributions to this book reflect the exchanges and discussions which took place in this research group, initiated by staff of Mzumbe University in Tanzania, Uganda Martyrs University and the University of Groningen in the Netherlands. The group aims to go beyond figures and uncover the causes, effects and stories of the young people involved, as well as explore promising new strategies with which to address their needs. As early school leaving is not exclusively an African problem, a contribution on the Dutch situation is also included.
The book concludes that exclusion from education has far-reaching effects, not only for the young people involved, but also for the society in which they live. The burden of educational exclusion should be the joint responsibility of developing and developed countries. The authors hope the book will contribute not only to a greater understanding of the phenomenon of early school leaving, but also challenge it in terms of developing policies and programmes that can prevent educational exclusion and support those who already find themselves in such a situation.

Challenging Genres

Comics and Graphic Novels


Paul L. Thomas

Comic books achieved almost immediate popularity and profitability when they were first introduced in the U. S. throughout the late 1930s and early 1940s. But comic books soon suffered attacks concerning the quality of this new genre/medium combining text and artwork.
With the rise of graphic novels in the mid-1980s and the adaptation of comics to films in the twenty-first century, comics and graphic novels have gained more respect as craft and text—called "sequential art" by foundational legend Will Eisner—but the genre/medium remains marginalized by educators, parents, and the public.
Challenging Genres: Comic Books and Graphic Novels offers educators, students, parents, and comic book readers and collectors a comprehensive exploration of comics/graphic novels as a challenging genre/medium.
This volume presents a history of comic books/graphic novels, an argument for valuing the genre/medium, and several chapters devoted to examining all subgenres of comics/graphic novels. Readers will discover key comics, graphic novels, and film adaptations suitable for the classroom—and for anyone serious about high quality texts. Further, this volume places comics/graphic novels within our growing understanding of multiliteracies and critical literacy.