| 1 |
Belgiens Bildungspolitik vor dem Hintergrund personenbezogener Föderalisierung
|
|
|
|
In: 61 ; IPW Selected Student Paper ; 34 (2016)
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Masses, crowds, communities, movements: collective formations in the digital age
|
|
|
|
In: 2014-02 ; Research contributions to organizational sociology and innovation studies / Stuttgarter Beiträge zur Organisations- und Innovationssoziologie : SOI discussion paper ; 29 (2014)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Raummetaphern als Brücke zwischen Internetwahrnehmung und Internetkommunikation
|
|
|
|
In: 04-4 ; sofia-Diskussionsbeiträge zur Institutionenanalyse ; 32 (2013)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Community in Europe: a historical lexicon
|
|
|
|
In: 59 ; Reihe Politikwissenschaft / Institut für Höhere Studien, Abt. Politikwissenschaft ; 41 (2012)
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Teachers' umwelten in a middle school
|
|
|
|
Abstract:
Deposited with permission of the author. © 2002 Fiona Trapani ; This study contributes to enquiries into the life space and the cultural agency of teachers. Using Harre’s social construct of the teachers’ Umwelten, and Tonnies’ classical sociological distinction between the modern associational Gesellschaft modality and communal traditional modality of the Gemeinschaft, an account has been produced of the discursive repositioning of two teams of Year Seven school teachers in a Gesellschaft middle school dealing with the imposition of a Gemeinschaft senior school at Maroon Secondary. Maroon Secondary began as a purpose designed alternative middle school based on the German Team Small Group model in 1992. Within five years of its opening it took on the provision of the academic examination oriented curriculum of the Victorian Certificate of Education. The threat to the local moral order and the teachers' Umwelten forms a daily struggle that is constructed in the conversations of team members. In recent years researchers have attempted to articulate the role of teacher agency in culture. Their point is, and this study demonstrates that, teachers are not passive recipients of a reified entity called culture or schooling. Rather teachers play an active role in making and remaking education and culture, and the manner in which their psychology is culturally organized. Agency is the intentional causal intervention in the world, subject to the possibility of a reflexive monitoring of that intervention. Of course, the types of intervention as well as the sources of intentionality that inspire and constrain the intervention vary. An individualistic view of agency construes it as a negotiation of life styles in interpersonal dialogues or of "life spaces" individually, independent of even interpersonal linguistic interactions. In neither case are broader social constraints on these constructions acknowledged. The analysis of the teachers' discursive action in this study provides a critique of the individualistic model of agency and suggests a cultural model of agency which operates within and through a social structure in this case of their Team Small Group middle school.
|
|
Keyword:
Gemeinschaft and Gesellschaft (sociology); middle school education; teachers; teachers and community; team learning approach in education; Victoria
|
|
URL: http://hdl.handle.net/11343/39100
|
|
BASE
|
|
Hide details
|
|
|
|
|
