Dismantling the Nation, Debunking Pride: Discourse and Practice in German Civics Classrooms.

Autor/in	Miller-Idriss, Cynthia
Titel	Dismantling the Nation, Debunking Pride: Discourse and Practice in German Civics Classrooms.
Quelle	Aus: Sliwka, Anne (Hrsg.): Citizenship education. Theory - research - practice. Münster, Westfalen u.a.: Waxmann (2006) S. 19-26Verfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	3-8309-1608-6
Schlagwörter	Demokratische Bildung; Staatsbürgerliche Erziehung; Fallstudie; Forschung; Bildungsreform; Schule; Schulleben; Unterrichtsgestaltung; Toleranz; Nationalismus; Staatsbürgerkunde; Wertorientierung; Berufsschule; Praxis; Theorie; Deutschland; Deutschland-Östliche Länder
Abstract	Much of the research on the relationship between schooling and the development of young citizens' national identities or patterns of civic engagement focuses on formal efforts by educational systems and states, such as official civic education policies and curriculum and teacher training programs, or on student outcomes in the form of civic knowledge. ... This chapter examines these processes from a slightly different angle, exploring how nationality can be shaped in schools outside of direct or intentional state efforts, and argues that the often unplanned actions of classroom teachers, which do not necessarily reflect official state policy or lesson plans, play a significant role in these processes. Specifically, this chapter reports on a case-study of vocational school teachers in Berlin, Germany, whose well-intentioned efforts to ward off a potentially virulent form of nationalism among their students took place in a context in which they perceived little official guidance for their efforts. (DIPF/orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2007/2