Anke Wischmann – författare

This edited volume tackles the theoretical, empirical and methodological questions of how novelty can be determined in and through educational ethnographic research.Responding to the increasing need for new and innovative methodological and theoretical foundations for the field, chapters draw on a variety of empirical, critically examined data sets such as observation protocols of pedagogical practice, digital communication and visual representations to bridge the gap between empirical and theoretical approaches, ultimately combining different traditions and discourses within educational ethnography. Collating perspectives and accounts from over 30 authors based in European centers of excellence such as Germany, the Czech Republic, Switzerland, Italy, Austria and Denmark, the book provides an epistemological reflection on what we can understand as ‘new’ in theoretical and methodological research.This volume will be of use to researchers, academics and postgraduate students involved with research methods in education, ethnography and the theory of education more broadly. Those involved with research design, innovation and European research methods will also find the volume of use.The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license. Any third party material in this book is not included in the OA Creative Commons license, unless indicated otherwise in a credit line to the material. Please direct any permissions enquiries to the original rightsholder. We would like to thank the Europa-Universität Flensburg, the Fördergesellschaft der Uni Flensburg e.v. and the Research Centre for Education, Teaching, School and Socialization for financial support.

This edited volume tackles the theoretical, empirical and methodological questions of how novelty can be determined in and through educational ethnographic research.Responding to the increasing need for new and innovative methodological and theoretical foundations for the field, chapters draw on a variety of empirical, critically examined data sets such as observation protocols of pedagogical practice, digital communication and visual representations to bridge the gap between empirical and theoretical approaches, ultimately combining different traditions and discourses within educational ethnography. Collating perspectives and accounts from over 30 authors based in European centers of excellence such as Germany, the Czech Republic, Switzerland, Italy, Austria and Denmark, the book provides an epistemological reflection on what we can understand as ‘new’ in theoretical and methodological research.This volume will be of use to researchers, academics and postgraduate students involved with research methods in education, ethnography and the theory of education more broadly. Those involved with research design, innovation and European research methods will also find the volume of use.The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license. Any third party material in this book is not included in the OA Creative Commons license, unless indicated otherwise in a credit line to the material. Please direct any permissions enquiries to the original rightsholder. We would like to thank the Europa-Universität Flensburg, the Fördergesellschaft der Uni Flensburg e.v. and the Research Centre for Education, Teaching, School and Socialization for financial support.

Sozial benachteiligte männliche Jugendliche werden zumeist aus einer Defizit orientierten Perspektive heraus betrachtet, insbesondere bezüglich ihrer Aussichten auf Bildungserfolg. In diesem Buch wird der Blick auf die Potentiale der Jugendlichen gerichtet, indem aus einer adoleszenz-, bildungs- und anerkennungstheoretischen Perspektive die je spezifische Situation mithilfe rekonstruktiver Forschungsmethoden in den Blick genommen wird. Es zeigt sich, dass die Art und Weise des Umgangs mit milieuspezifischen und familialen Anforderungen entscheidendes Moment für die Ermöglichung subjektiver Bildungsprozesse darstellt.

Das Lehrbuch gibt einen Überblick über die Bedeutung von Macht in der Pädagogik, die sowohl dem pädagogischen Verhältnis inhärent als auch in gesellschaftlichen Strukturen, die das pädagogische Handeln rahmen, präsent ist. Insofern wird der Machtbegriff auch verwendet, um die Beschaffenheit bzw. Qualität von Bildung, Erziehung professionellem Handeln zu beschreiben. Dabei geht es in der Regel um die Verhältnisse, die die Pädagogik hervorbringen und auf die sie sich gleichermaßen bezieht. Dies können Gesellschaftsstrukturen sein, aber auch Politik oder Institutionen und Organisationen.