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Teaching Ethics for Peace and Integr...

Graefe-Geusch, Annett.

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Teaching Ethics for Peace and Integration: Ethics Teachers and the Question of Diversity in Berlin's Secondary Schools.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teaching Ethics for Peace and Integration: Ethics Teachers and the Question of Diversity in Berlin's Secondary Schools./
Author:	Graefe-Geusch, Annett.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	292 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-12.
Contained By:	Dissertations Abstracts International81-12.
Subject:	Educational sociology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27828798
ISBN:	9798645468538

Teaching Ethics for Peace and Integration: Ethics Teachers and the Question of Diversity in Berlin's Secondary Schools.
Graefe-Geusch, Annett.

Teaching Ethics for Peace and Integration: Ethics Teachers and the Question of Diversity in Berlin's Secondary Schools. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 292 p.

Source: Dissertations Abstracts International, Volume: 81-12.

Thesis (Ph.D.)--New York University, 2020.

This item must not be sold to any third party vendors.

This dissertation is concerned with the overall process of societal diversification and its effects on education. More specifically, I am concerned with the problem of why discriminatory education practice may exists in a policy environment that is diversity inclusive. This ethnographic vertical case study seeks to address this puzzle through an in-depth examination of the understandings and negotiations of logics of diversity by policy makers and secondary school teachers. At the macro policy level I find that two logics of diversity, productive and destructive diversity, were negotiated and produced organizational change unique within the German education landscape. At the micro level, I conceptualize teachers as liminal political actors, inhabiting a dual role as state agents interacting with their student body and as citizens and professionals interacting with policy imaginations. I argue that within the classroom acting vis-a-vis their students, ethics teachers also negotiate two logics of diversity within their classroom practice. I find that depending on school level diversity teachers espousing an inclusive logic of diversity either follow an interculturalist or critical teaching approach. Ethics teachers embracing an exclusionary logic of diversity approach teaching about diversity either in an assimilationist or philosophical way. In their imagination of the subject, teachers seek to gain legitimacy for their view of ethics through national professional logics that ultimately stigmatize and remove teaching about diversity from ethics. They thus argue directly against the political imagination. I argue that the continuities between the macro policy and micro teacher level highlight the heterogeneity of co-existing logics about diversity operational beyond the case level. The disjuncture between policy and practice negotiations of diversity on the other hand show the need to pay close attention to power differentials and claims making processes at different levels. Thus rather than conceptualize policy as homogeneous logic to interact with we need to re-frame it to account for its contested, fragmented, and conflicting nature. At the level of praxis my dissertation emphasizes the need to instill diversity friendly logics within the national fabric of education in Germany.

ISBN: 9798645468538Subjects--Topical Terms:

519608
Educational sociology.
Subjects--Index Terms:

Diversity

Teaching Ethics for Peace and Integration: Ethics Teachers and the Question of Diversity in Berlin's Secondary Schools.
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