Grounded Theory. Grundlagen Qualitativer Sozialforschung
... For the analysis, the Grounded Theory Methodology (GTM) (Strauss & Corbin, 2010) was chosen, as it allows for an open and flexible approach in both data collection and analysis. This approach proved to be suitable to the material as there was, firstly, a large number of documents calling for a step-by-step extension of the data basis in the ongoing analysis. ...
... Secondly, the integration of assessment related themes within the documents was often rather implicit. An approach of open coding, as GTM offers (Strauss & Corbin, 2010), was therefore needed to identify all relevant excerpts and to outline the specific forms of assessment included in the core curricula. Additionally, it should be mentioned that the GTM is highly suitable for the analysis of policy documents (Birks & Mills, 2015) and for relatively unexplored research fields (Heiser, 2018) such as curriculum research in Germany. ...
... This first collection of data was then analysed using open coding (Strauss & Corbin, 2010). This step pays particular attention not to apply theoretical presuppositions to the material. ...
Assessment is seen as a central basis for inclusive education and classroom accommodations. Current research shows that inclusive forms of assessment are of exceedingly highlighted importance, so that teachers can differentiate their lessons according to the students’ needs. However, how curricula in Germany respond to this aspect, is widely unknown. From this perspective, the core curricula of all German federal states for the subject of German and the secondary level one were analysed using the Grounded Theory Methodology. The research question was: What forms of assessment are implemented in German core curricula and in what ways? The results of this study show one shared understanding of inclusive assessment (including summative and formative assessment) along all federal states. Comparisons however also show that there are differences between the curricula of different school forms, within as well as between different states. These differences include specifications of summative and formative assessment, terminology used and practical guidelines. Overall, it is shown that there is no common approach as to how to ensure that inclusive assessment is actually practised. In this article, these results will be presented and elaborated on in light of the national and international importance of incorporating inclusive assessment in school curricula.
... Im Rahmen des Teilprojekts wurden insgesamt 60 nar rative Interviews (Rosenthal, 2015) geführt. In diesem Bei trag fokussieren wir auf zwei KitaFallstudien, die im Ab schlussbericht fallübergreifend dargestellt wurden (Bluhm et al., 2024, S. 366 (Strauss, 1998). Am Ende jedes Interviews wurde gefragt, mit welchen Personen noch über den Fall gesprochen werden sollte, bis sich eine theo retische Sättigung des Datenkorpus abzeichnete. ...
... Ausgewertet wurden die transkribierten Interviews im Sinne der Grounded Theory (Strauss, 1998 ...
Trotz der zunehmenden gesellschaftlichen und wissenschaftlichen Auseinandersetzung mit sexualisierter Gewalt in Institutionen bleibt der frühpädagogische Bereich empirisch unterbeleuchtet. Dieser Beitrag analysiert den institutionellen Umgang mit sexualisierter Gewalt in Kitas anhand zweier Fallstudien. Er analysiert die Dynamiken der Thematisierung und Anzeige sexualisierter Gewalt durch Eltern gegen Kita-Personal und externe Personen. Dabei zeigt sich, dass kitaspezifische Strukturen, geprägt durch vielschichtige Abhängigkeitsverhältnisse und institutionelle Geschlossenheit, die Abwehr von Thematisierungen sexualisierter Gewalt begünstigen. Die Untersuchung identifiziert zentrale Abwehrmechanismen, die eine institutionelle Auseinandersetzung erschweren, wie den Verweis auf langjährige kollegiale Beziehungen und die Mystifizierung der Vorwürfe. Die Fallstudien verdeutlichen, dass die institutionellen Reaktionen stärker auf den Schutz der angezeigten Fachkräfte ausgerichtet sind als auf den Kinderschutz. Die Ergebnisse werfen Fragen zur institutionellen Verantwortung und zu den Herausforderungen einer effektiven Aufarbeitung sexualisierter Gewalt in Kitas auf und liefern wertvolle Implikationen für das professionelle Handlungsfeld der Frühpädagogik.
Despite the increasing social and academic engagement with the issue of sexualized violence in institutions, the area of early childhood education settings remains empirically underexplored. This article examines the institutional handling
of allegations of sexualized violence in daycare centers through the lens of two empirical case studies. It analyzes the dynamics of parents addressing accusations of sexualized violence against daycare staff and external individuals. The findings
reveal that specific structures within daycare centers, characterized by various dependencies and institutional insularity, facilitate dismissing the possibility of sexualized violence. The study identifies key defense mechanisms, such as the
emphasis on long-standing collegial relationships and the mystification of allegations, which hinder institutional engagement with the issue. The case studies illustrate that institutional responses are often more focused on protecting the accused staff members than on safeguarding the children. The findings raise critical questions about institutional responsibility and the challenges of effectively addressing sexualized violence in daycare centers. They offer valuable implications for the professional field of early childhood education organizations.
... LG]" (Brüsemeister, 2008, p. 152). In addition to the grounded theory methodology by (Strauss & Corbin, 1996) I incorporate reflexive grounded theory as proposed by Breuer, Muckel, and Dieris (2019) to integrate my own experience as a social work counsellor. Through experience-based aspects and reflection processes, this approach is characterized by the systematic consideration of reflective elements, as well as the inclusion of the researcher as an embodied person, (Breuer et al., 2019, p. 7). ...
... Created codes were grouped into categories, connections were developed, and models were constructed. The analysis process was complemented by the systematic documentation and condensation of theoretical ideas (memos) (Breuer et al., 2019;Strauss & Corbin, 1996). The data analysis was computer-assisted, using the software MAXQDA. ...
Social rights are fundamental to a welfare state. However, once established, these rights must be implemented and actively claimed by individuals. In Germany, social counselling provided by social workers 1 facilitates access to these rights and assists individuals in realizing them. This form of counselling not only conveys crucial information but also offers practical support while addressing the psychosocial aspects of those seeking assistance. In my doctoral project I investigate how this type of counselling is carried out. The data basis consisting in research interviews with people working in this field is analysed with the Grounded Theory Methodology. Preliminary evaluations indicate that, in addition to direct interactions between social workers and clients, interactions with authorities play a crucial role. I conceptualize this interaction between social workers and authorities as "achieving or pushing through contact". Social workers typically engage with authorities to expedite processes, resolve client issues, or ensure legal compliance. Various modes of action emerge: social workers can adopt either a guiding role (alongside clients) or a more vicarious role (acting on behalf of clients). Depending on the channels of communication available for the social workers, these interactions can be either cooperative (aiming to create alliances with authorities) or confrontational (demanding or threatening legal action).
... Coding and categorisation of the qualitative data was carried out using MAXQDA software. Grounded Theory (GT) was employed as the primary method for data analysis due to its robust, systematic approach and ability to generate insights inductively from participants' narratives while maintaining sensitivity to the social context (Strauss & Corbin, 1996). This methodology involves a detailed analytical process, including open, axial, and selective coding, as outlined by Bading and Bosch (2018). ...
... This approach is thus particularly suited to exploring interrelated forms of violence, ensuring that their complexity is thoroughly examined and understood. GT's alignment with feminist research makes it an ideal method for this study, as it focuses on participants' lived experiences and challenges traditional researcher assumptions (Charmaz & Thornberg, 2021;Strauss & Corbin, 1996). Data analysis entailed sensitivity and reflexivity, with the research team critically reviewing interpretations to ensure rigour, reduce bias and enhance credibility (Foley & Timonen, 2015). ...
This study explores the pervasive and multifaceted violence faced by women with disabilities in Nepal, focusing on the ways in which these experiences are shaped by intersecting social hierarchies, including those based on gender, caste, and socioeconomic status. Through 25 qualitative interviews conducted in the Kathmandu Valley, the research reveals the complex interplay between personal, structural, and cultural violence, drawing upon comprehensive violence theories and intersectional analysis. The findings indicate that these women are subjected to a range of forms of violence perpetrated by family members, community figures, and within institutional settings. Despite the advancement of Nepal’s policy framework in alignment with international disability rights instruments and the United Nations’ 2030 Agenda for Sustainable Development, the study underscores the discrepancy between existing legal provisions and the lived realities of women with disabilities. Systemic barriers, stigmatisation and inadequate support structures serve to increase their exposure to and susceptibility to violence, adversely impacting their health, well-being and personal development. This research calls for more targeted and inclusive strategies that prioritise the perspectives and needs of disabled women to ensure the global commitment to "leave no one behind" is upheld.
... Coding was done manually in Microsoft Excel using both inductive and deductive approaches: for inductive coding, emergent themes were developed from the raw data, including interview transcripts, observation notes, and group discussion insights. For deductive coding, a set of predefined categories -derived from the literature on labor strikes, health systems, and social justice-was used to structure and organize the data [33]. Codes were grouped into thematic clusters related to the research questions, that are, the manifestation of protest, the evolution of strike actions, motivations for participation, strategies for protest management, processes of negotiation, and the outcomes achieved. ...
... While the theoretical and empirical approach has been presented transparently and in a comprehensible manner, the study inevitably involves "blind spots" (Schimank, 1995); that is, the analysis of specific relationships becomes more likely, while other aspects may escape analysis. In future studies, a broader approach to the research field could be achieved through conceptualisation, for instance, within the framework of Grounded Theory (Strauss & Corbin, 1996) and associated qualitative data collection methods such as observations or narrative interviews. However, this poses the challenge of how to ensure appropriate access to a largely closed research field, such as male professional football. ...
... The following codes result from the deductive-inductive fine coding and are assigned to the seven main categories (see Table 1). Subsequently, axial coding, in accordance with Strauss and Corbin (2010), is conducted to establish connections between the categories of the four leadership characteristics and the three levels of leadership action. 7 The axial coding results in the illustration of potential forms of support for racism-critical organisational development in the Case VHS by directors and programme planners and are further elaborated on in the next Chapter. ...
This article analyses how directors and programme planners at the German Volkshochschule (adult education centre) support racism-critical organisational development. The data is interpreted with qualitative content analysis and based on five interviews conducted with directors and program planners within one Volkshochschule. In order to research the potential avenues of support, the article employs a theoretical framework based on racism-critical leadership approaches. The article argues that through an interplay of leadership characteristics and leadership actions two forms of support empirically emerge: (1) an organisational guiding principle of education for all, by all and with all and (2) a community-driven programme planning challenging the programme planning table and making communities to curators of their own learning pathways. The findings indicate the central role of directors and programme planners in racism-critical organisational development processes and underscore the necessity of continuous organisational self-critique to address racism.
... Bezugspunkt der folgenden Überlegungen ist die interdisziplinäre, sozialwissenschaftlich ausgerichtete Forschung zur Refiguration von Räumen. Ausgehend von einem interpretativverstehenden Ansatz, der den Sonderforschungsbereich 1265 "Re-Figuration von Räumen" (im Folgenden "SFB") insgesamt prägt, hat diese Forschung auf der Basis grundlagentheoretischer Orientierungen, sensitizing concepts und einer, an der Methodologie der Grounded Theory orientierten Theoretisierungsstrategie ihre sowohl qualitativ als auch quantitativ und mittels mixed methods erhobenen Daten zunächst sehr stark empirisch-deskriptiv ausgelotet (Strauss & Corbin, 1996). Dabei haben wir eine Reihe von neuen Erkenntnissen gewonnen, die in den beteiligten angewandten Disziplinen (u.a. ...
Vor dem Hintergrund der interdisziplinären, sozialwissenschaftlich ausgerichteten Forschung zur Refiguration von Räumen unternehmen wird in dem Paper der Versuch unternommen, ein Modell des Verstehenden Erklärens sozialräumlicher Prozesse zu entwickeln. Dabei schließen wir an den Ansatz von Max Weber an, der Verstehen und Erklären mustergültig miteinander verbunden hat. Im Zentrum steht das Konzept des „Idealtypus“, den wir unter Rückgriff auf einen relationalen und räumlichen Begriff des kommunikativen Handelns weiterentwickeln. Dazu wird
im ersten Teil die Konzeption des Verstehenden Erklärens erläutert. Auf der Basis des Konzeptes der Raumfiguren unterscheiden wir dann verschiedene Idealtypen räumlich-kommunikativen Handelns, die wir dann auch topologisch fassen. Da wir es in vielen empirischen Fällen nicht nur mit Handlungen, sondern mit Interdependenzketten zu tun haben, die sich über unterschiedlichste Institutionen und Infrastrukturen bis hin zu nationalstaatlich organisierten Gesellschaften oder transnational agierenden Konzernen erstrecken, skizzieren wir schließlich, wie sich diese durch das Konzept der Figurationen erklären lassen, die wir an die Raumfiguren anschließen. Dies erlaubt es, wie wir meinen, eine Idealtypik einer über Handlungen hinausgehende Form des prozessorientierten und kausalanalytischen Erklärens zumindest anzudeuten. Wie beim gesamten Beitrag handelt es sich auch dabei um einen vorläufigen Entwurf, der als Diskussionspapier die Grundlage für weitere Ausarbeitungen eines Erklärungsmodell bieten soll.
... The interviews were inductively coded following a Grounded Theory approach [35]. Thus, the codes were developed from the empirical material and, step by step, grouped into categories of higher abstraction. ...
Neuroendocrine tumors (NETs) are widely considered to be a rare disease, often diagnosed at a late stage due to the variety of symptoms. Systemic radionuclide therapy (SRT) with Lutathera (177Lu-Dotatate) is a promising treatment for this disease. However, little is known about patients’ experiences with this approach and the radioactivity involved. Based on seven semi-structured interviews, this qualitative study explores how cancer patients perceive their journey to SRT, and the treatment and care they receive in clinics specialized in the delivery of 177Lu-Dotatate to target tumors. The interviews were conducted in France between 2020 and 2021. Six interviews included patients receiving SRT, and one was held with a patient representative for NETs. Three key themes emerged from the analysis: challenges in accessing SRT, including geographic and institutional barriers; the psychological and social impact of radiation-related isolation; and the role of patient-centered care in fostering trust and well-being. Patients reported difficulties navigating the healthcare system, emotional distress due to isolation during treatment, and the importance of support in mitigating these challenges. These findings highlight the need for increased access to SRT, as well as of patient-centered approaches to the various challenges directly and indirectly associated with SRT.
... Prior theoretical knowledge (see the third section of this article and the next paragraph) was useful in order to create categories and analytical frameworks in this context. 57 Finally, selective coding was used to relate the two categories found to a core category, which is crucial for the theory developed. Reflections on the process were recorded in memos throughout the analysis. ...
Generative artificial intelligence (AI) offers new opportunities for history education, such as the ability to chat with historical figures. However, little is known about pupils’ interaction with AI applications such as ChatGPT. A qualitative case study was conducted to explore how pupils (n=21, year nine, fourteen years old) interacted with ChatGPT while completing a history-learning task that involved interviewing the chatbot of a historical figure. The resulting chat protocols were analyzed using grounded theory, focusing on a sociocultural approach to history education and concepts from human–machine communication (HMC). The findings suggest that pupils’ interaction with AI can be seen as a kind of human–machine communication involving specific types of history-related prompts from humans and particular responses from AI. Based on these findings, the article discusses implications for further research and practice.
... Der Analyseprozess orientiert sich am methodischen Vorgehen der ebenfalls sozialwissenschaftlichen Grounded Theory Methodologie (vgl. Strauss & Corbin, 1996). Insbesondere adaptiert Weyh dabei ein Paradigma axialen Kodierens, um Beziehungen zwischen den diskursiven Praktiken und den rekonstruierten Sinnmustern herstellen und abbilden zu können. ...
Diskursforschung bildet einen neuen Zweig in der deutschsprachigen wissenschaftlichen Musikpädagogik. Der Beitrag bietet einen umfassenden Überblick über dessen gegenwärtige Entwicklung und skizziert seine grundlegenden theoretischen Annahmen, die sich insbesondere auf die Ideen des französischen Philosophen Michel Foucault stützen. Anhand diskursanalytischer Studien und Projekte der zurückliegenden zehn Jahre sowie laufender Forschungen werden zentrale Fragestellungen und Forschungsinteressen aufgezeigt. Somit werden Einblicke in die spezifischen theoretischen und methodischen Ansätze dieses Forschungszweigs gegeben. – Discourse research is an emerging field within German-speaking music education. This article offers a comprehensive overview of this developing branch, outlining its foundational theoretical assumptions, which draw heavily on the ideas of French philosopher Michel Foucault. Referring to examples of discourse-analytical studies and projects from the past decade as well as ongoing research, the article highlights key areas of inquiry and research interests. In this way, it provides insights into specific theoretical and methodological approaches employed within this branch of research.
... In einem nächsten Schritt wurden die Besonderheiten einer GTM und die damit verbundenen Erhebungs-und Analysetechniken (insb. das offene, axiale, und selektive Kodieren nach Strauss und Corbin 1996) Die Erreichung der Lernziele wurde mit Hilfe von regelmäßigen mündlichen (Zwischen-)Evaluationen, der Besprechung von produziertem Material sowie einer abschließenden Gruppenpräsentation überprüft. Dafür wurden im Rahmen der selbstständigen Forschungsarbeit zu Beginn jeder Einheit alle Gruppen darum gebeten, ihren aktuellen Stand, vorhandene Probleme und die spannendsten Einsichten vorzustellen. ...
Zusammenfassung
Forschung und Lehre gehören zu den grundlegenden Kernbereichen des Hochschulbetriebs. Dabei stellt der Lehrbetrieb für viele Forschende eine nicht selten wenig wertgeschätzte Zusatzbelastung im universitären Forschungsalltag dar. Von Studierendenseite werden mitunter die fehlenden Verbindungen von Lehrinhalten und angewandter Forschungspraxis kritisiert. Der Ansatz des Forschenden Lernens versucht, Forschung und Lehre enger miteinander zu verknüpfen und plädiert für einen Lehrbetrieb, der Studierende an allen wesentlichen Phasen eines Forschungsprozesses als ko-kreative Peers beteiligt. Zwar findet der Ansatz bereits Beachtung im laufenden Forschungs- und Lehrbetrieb, zur allgemeinen Norm ist er allerdings noch nicht geworden. Dabei bietet das Forschende Lernen oft gerade für die bisweilen als defizitär eingeschätzte (politikwissenschaftliche) Methodenausbildung viele Vorteile. Der Beitrag legt Erfahrungen aus einem Methodenseminar am Institut für Politikwissenschaft (IfPol) Münster (Deutschland) dar, in dem die Grounded Theory Methodology als Forschungsstil im Rahmen eines laufenden Promotionsprojekts zur nachhaltigen Mobilität vermittelt und angewendet wurde.
... Our data analysis followed Grounded Theory methodology (Glaser and Holton 2004;Strauss and Corbin 1996). Observations, documents, survey, teaching evaluation and statistical information were coded in an iterative-cyclical process and triangulated with literature (Miles et al. 2020(Miles et al. [1994). ...
This article draws on a case study of an international master’s degree programme in educational quality and leadership for senior professionals in sub-Saharan Africa. It reflects the experience of adapting a blended learning approach to a purely online format in response to pandemic-induced lockdowns and travel bans in 2020–2021. Based on this case study, the authors propose a model for a change of perspective in transformation processes targeting underserved adult students which combines insights from complex problem-solving with culturally responsive teaching (CRT). The article highlights the vitality of intentional changes of perspective reified through systematic communication with relevant stakeholders, networks and (new) partners. The authors demonstrate that managing change has instructional, operational and emotional components. Their article contributes to the scholarship on lifelong learning by offering in-depth reflection on a rapid transformation process addressing reflexivity , resources and ethics of care as key dimensions.
... For the coding process, the Grounded Theory, according to Strauss (1998), was chosen because it is an iterative process in which new categories are inductively opened, text segments are assigned, and categories are combined, differentiated, or selected until the phenomenon of non-travel and its dimensions are comprehensively and structurally captured. Finally, 91 codes and subcodes were created, and 750 text segments were coded. ...
Although about a quarter of the German population are non-travelers, the economic and social consequences that may result from non-travel are still unexplored. For this reason, this study aims to examine via a media analysis the representation and evaluation of non-travelers in German newspapers since the turn of the millennium and gain first insights into the social consequences that non-travelers face. By conducting a discourse analysis, a part of the social reality of non-travelers can be reconstructed. The study concludes that travel is predominantly constructed as a norm in the media and that deviation from this norm leads to negative social sanctions. Over the last 20 years, however, mainly three events have had an impact on the media's assessment of non-travel: the terrorist attacks of 9/11 in 2001, the financial crisis in 2008-09 and the COVID-19 pandemic in 2020-21. The COVID-19 pandemic led to a paradigm shift in the evaluation of the phenomenon of non-travel, during which a normalization process of non-travel occurred, at least temporarily. This media analysis thus provides the first indications of the social consequences for non-travelers in the past 20 years in Germany.
... Die Aufnahmen werden mit Verfahren der Grounded-Theory-Methodologie kodiert (Strauss & Corbin, 1996;Charmaz, 2014 ...
... The data collected were analysed following an interpretative paradigm oriented on the grounded theory methodology (Strauss & Corbin, 1996). ...
Against the background of the negative effects of current social developments on marginalised population groups, this article analyses the social participation of older people with migration experiences. The focus is not only on their needs, but in particular how they practice active urban citizenship and mutual care in the context of a "caring community". These practices can be supported by professional social work. However, they also have the potential to broaden the common understanding of social work as a service to clients, and to make everyday solidarity visible. A theoretical exploration with regards to these concepts of active citizenship, caring communities and social work is combined with a review of literature, the presentation of statistical data and the interpretation of expert interviews conducted within a participatory research project. By these means, the article sheds light on the role of family, migrant communities and the wider local neighbourhoods on the social participation of older people with migration experiences.
... Die Studie ist dabei als Grounded-Theory-Studie (vgl. Glaser und Strauss 1998;Strauss und Corbin 1994, 1996 Corbin 2011) angelegt, die Auswahl meiner Gesprächspartner*innen erfolgte entsprechend dem damit verbundenen prozessualen Vorgehen in Form eines theoretischen Samplings (vgl. Glaser und Strauss 1998 3 Der Begriff der verdeckten Wohnungslosigkeit wird innerhalb des Fachdiskurses nicht einheitlich verwendet. ...
Zusammenfassung Wohnungslosigkeit stellt zweifellos eine Ausprägung sozialer Ungleichheiten dar, die in vielfältiger Art und Weise mit Deprivationen, Ausschlüssen und Benachteiligungen einhergeht. Dass wohnungslose Personen zur Verfügung stehende Hilfsangebote nicht nutzen, stößt vor diesem Hintergrund zumeist auf Unverständnis und wird nicht selten als Ausdruck mangelnder Motivation, das eigene Leben wieder in ‚geregelte Bahnen zu lenken', oder gar einer ‚freiwilligen Wohnungslosigkeit' gedeutet. Demgegenüber wird in diesem Beitrag anhand von Fallbeispielen aus der eigenen empirischen Forschung aufgezeigt, inwieweit gerade eine Nicht-Nutzung sozialarbeiterischer Hilfen aus der Perspektive wohnungsloser Personen mitunter eine durchaus sinnvolle und der Nutzung ebenjener Angebote vorzuziehende Strategie der Alltagsbewältigung darstellt.
Social background continues to shape educational pathways, access to higher education, and student experiences in Austria. For first-generation students—those whose parents did not attend university—becoming a student is not a given. Building on this premise, this paper explores the biographical phase of university studies, focusing on how first-generation students transition into the social position of a “student.” How do they become students?
To answer this question, the study draws on biographical-narrative data, produced and analyzed using the methodology of Grounded Theory. The dataset includes 17 biographical-narrative interviews with first-generation students as well as 36 autobiographical texts in which first-generation students reflect on their educational journeys. The analysis is informed by Pierre Bourdieu’s concepts as well as implications from biographical research in the social sciences. The ideas developed indicate that entering the university field is not a singular event but rather a complex biographical process of becoming a student. The transition into this social position unfolds through specific social practices: engaging in academic work, collective peer practices, and pedagogical support. These practices shape student subjectivities, foster a sense of belonging, and authorize first-generation students as members of the university field. To illustrate these dynamics, the paper presents the case reconstruction of “Marie Schmidt.” Her biographical narrative highlights how class-specific habitus shapes the experiences of first-generation students, while also revealing the potential for transformation and the appropriation of a “new world.” Finally, the findings are situated within the broader research on social mobility and discussed in relation to current higher education policy challenges in Austria.
Zusammenfassung
Die Suche nach einem Endlager für hochradioaktive Abfälle stellt international eine aktuelle und nie dagewesene Herausforderung dar: Wie kann ein sicherer Einschluss des umwelt- und gesundheitsschädlichen Materials für bis zu eine Million Jahre gewährleistet werden? Deutschland setzt für die Standortauswahl auf ein wissenschaftsbasiertes und partizipatives Verfahren. Die daraus resultierende Entscheidung rückt allerdings zunehmend in die Ferne, aufgrund steigender Prüf- und Zeitbedarfe für anberaumte Untersuchungsarbeiten, die durch Komplexität und hohen Aufwand geprägt sind.
Der Artikel legt eine soziologische Untersuchung der Rolle von Nichtwissen in der deutschen Endlagersuche vor. Nichtwissen wird sozialkonstruktivistisch als kontingente Festlegung von Sinn vorgestellt und diskutiert. Im Anschluss daran zeigt sich, wie Nichtwissen ein beständiges und relevantes Phänomen im Verfahren bildet, das auch eine politische Dimension entfaltet. Die theoretische Diskussion wird durch die Ergebnisse einer wissenssoziologischen Diskursanalyse ergänzt, die spezifische Deutungs- und Bearbeitungsweisen von Nichtwissen im deutschen Standortauswahlverfahren rekonstruiert und interpretiert. Die Verzögerung der Standortentscheidung wird darauf aufbauend als Problem einer sozial unterstellten Endlichkeit von Nichtwissen nachgezeichnet. Abschließend werden Implikationen diskutiert, die sich daraus für das Verfahren und die wissenschaftsbasierte, politische Entscheidungsfindung ableiten lassen.
The study doing AGENCY uses the example of open experimentation to investigate how self-determination is negotiated between pupils and their teacher. Grounded theory methodology was chosen as a qualitative research approach. Hence it was possible to observe the interactions between pupils and their teacher during open experimentation, to analyse them in a contextualised manner and to interpret them sensitively regarding the negotiation processes between the pupils and the teacher. The data basis was formed by observation protocols of open experimentation situations, which were coded iteratively and, in several stages, according to the procedures of grounded theory methodology until a grounded theory could be developed using a ‘saturated’ category system. A partial result of this grounded theory points to the massive influence of the teacher’s communication – and especially in the case of a strong discrepancy between the teacher’s verbalisations and non-verbalisations – on the students’ experimental actions. In particular, the teacher’s non-verbal communication has a clear effect on the students’ actions, possibly even “against the words”.
Assistive Technologien wie die 3D-gedruckte Prothese des Netzwerks e-NABLE, das ehrenamtliche Unterstützung für die Herstellung von Prothesen für Menschen mit fehlenden Gliedmaßen anbietet, ermöglichen Menschen mit Behinderungen eine verbesserte Teilhabe am Alltagsleben, indem sie körperliche Differenzen ausgleichen (sollen). Dabei prägen kulturelle Praktiken und gesellschaftliche Umstände das Verständnis von assistiver (Gesundheits-)Technik und Körper. Bei Kindern mit Behinderungen erfordert die Forschung einen sensiblen Ansatz. Der vorliegende Beitrag diskutiert geeignete Zugänge und Methoden für Interviews und ethnographische Gesprächsführung mit Kindern mit Körperdifferenzen an Händen und Armen, die eine e-NABLE Prothese verwenden, um somatechnische Erfahrungen unter Einsatz einer interdisziplinären Methode zu untersuchen. Dies geschieht im Rahmen des Projekts „Additive Manufacturing: Enabling-Technologien in der Kindheit“, das den Technikentwicklungsprozess, die Nutzung der 3D-gedruckten Prothesen bei Kindern sowie die damit verbundenen sozio-kulturellen Aspekte in den Blick nimmt. Diese umfassende Betrachtung hilft, ein tieferes Verständnis dafür zu entwickeln, wie die Kinder ihre Prothesen im Kontext ihrer Lebenswelten wahrnehmen und einsetzen. Dieser Beitrag fokussiert die Frage danach, wie ein ethnographisches Gespräch mit solchen Kindern angemessen durchgeführt werden kann. Da sozialwissenschaftliche Befragungsmethoden von Kindern an ihre Grenzen stoßen, wird ein interdisziplinärer Ansatz vorgestellt, der Methoden aus der Designforschung in die sozialwissenschaftlich-ethnographische Gesprächsführung integriert.
Zusammenfassung
Die Kinderschutzarbeit in Frauenhäusern ist für die Fachkräfte von strukturellen Herausforderungen geprägt. Zu diesen gehören die Kooperation mit den Jugendämtern, widersprüchliche gesetzliche Regelungen in den Bereichen Gewaltschutz und dem Sorge- und Umgangsrecht sowie die lückenhafte Finanzierung der Frauenhausarbeit in Deutschland. Eine Veränderung der Situation scheint nur durch Gesetzesänderungen und die Kooperation von Frauenschutz, Kinderschutz und politischen Akteur_innen möglich.
Emotional style (Davidson & Begley, 2012) describes the emotional responsiveness (arousal, activation, attention, (self-)regulation) with which people respond to and interact with environmental stimuli. The concept is based on modern definitions of temperament and findings from affective neuroscience. Six dimensions (Outlook, Resilience, Social Intuition, Self-Awareness, Context Sensitivity, and Attention) characterize the emotional style, which, depending on individual patterns, can promote mental health and self-healing or mental disorder. The newly developed Questionnaire on Emotional Style (FEMOS) measures the six style dimensions with 24 items. The internal structure of the FEMOS and the internal consistencies of the scales were tested on a sample of N = 685 (16-71 years), the validity on a subsample of n = 331. A principal component analysis confirmed the six-factor structure. The questionnaire exhibits very good to solid psychometric parameters and shows the expected correlations with related constructs. It is recommended for economical use in diagnostics and therapy evaluation in clinical and socio-medical contexts and for use with at-risk populations, also due to the simple language used.
Social work practicum is a critical part of the education of social work students across different countries. Despite this important role, research about teaching students in social work practicum is still limited, especially in Germany. Our qualitative study tried to add to this gap in the literature, examining the teaching approaches of nine practicum instructors in different social service agencies in Germany. Data were collected through narrative interviews describing their experiences working with students. The qualitative data analysis based on principles of grounded theory found three main themes related to instructors’ teaching approaches, including contextual factors, teaching philosophy, and didactic strategies, which interacted in a nested model. The larger context of practicum in Germany as defined by universities and the context provided by practicum agencies influenced instructors’ teaching philosophy and didactic strategies. In turn, instructors’ teaching philosophies influenced their choice of didactic strategies. The findings of the current study align well with existing international empirical work and provide important insights on how the unique German context affects practicum teaching. The study also discusses the implications of these findings for social work education and social work practice.
Zusammenfassung
Kindheit(en) und Generation(en) als Begriffspaar impliziert vielfältige unterschiedliche Konzepte aus der Kindheitsforschung: von der Praktik des generationalen Ordnens oder Arrangierens durch Kinder über deren relationale Agency hin zur strukturgebenden gesellschaftlichen Dimension der generation, der bisweilen als natürlich aufscheinenden Differenzkategorie Alter und der damit verbundenen potenziellen Ungleichwertigkeitsideologie des Adultismus. Diese unterschiedlichen Begrifflichkeiten einerseits theoretisch nachzeichnend, möchte dieser Beitrag andererseits die darin inhärenten Zeitlogiken durch empirisches Material irritieren oder ergänzen. Kinder als Akteur*innen unterschiedlicher Generationenverhältnisse bringen diese durch Bezüge zu Alter/age als Strukturierung hervor. Darin werden Bezüge zu Zeitlichkeit und Entwicklung sichtbar, die deutlich machen, wie autoritativ generation in die Institution Kindertagesstätte eingewoben ist.
Diagrammatische Praktiken in Literatur-, Medien-, Wissenschafts- und Wissensgeschichte
In Germany, women categorised as refugees are often depicted homogenously, as potential victims of (sexual) violence. However, many of these women strongly criticise their collective representation as victims. Drawing on interviews, informal conversations, and observations from my fieldwork (2020-22), I will argue that vulnerability cannot be regarded as a ‘characteristic’ of so-called ‘refugee women’; rather, its rhetorical utilisation in the German public should be carefully examined. Using the example of the local discourse on violence prevention in Munich and Bavaria after 2015, I will examine how the construction of ‘refugee women’ as being particularly at risk of violence can pose a challenge to social workers’ efforts to prevent violence in municipal reception centres. Finally, I will argue that both the ascription of vulnerability to so-called ‘refugee women’, and their experiences of structural violence contradict established portrayals of German society as a social and geographical safe haven for people living through, and living after, the asylum process.
Available Open Access here: https://www.tandfonline.com/doi/full/10.1080/14650045.2025.2454913
Abstract:
The explorative research project at the Clinic for Poultry at the University
of Veterinary Medicine Hannover (TiHo) examines knowledge transfer be-
tween research and practice to improve animal welfare and health in poul-
try farming. Using the One Health framework, it analyzes the interrelations
between humans, animals, and the environment, considering societal
structures shaping human actions. The transformation of agriculture in
Germany serves as a key context, requiring farmers to navigate sustaina-
bility challenges, regulatory demands, and cultural shifts. Using qualitative
sociological methods, particularly narrative interviews, the study explores
how farmers acquire, transmit, and apply knowledge in practice. Biograph-
ical and socio-cultural factors significantly influence this process.
Knowledge transfer is defined as a reciprocal process between research
and practice, requiring alignment with farmers' individual biographies and
“knowledge habitus” for effectiveness. Specialist veterinarians and agricul-
tural advisors are identified as key agents in transferring practical
knowledge. Regular face-to-face formats, such as professional events, are
crucial for successful knowledge exchange, fostering trust and creating
reflective spaces. Farmers and researchers view these exchanges posi-
tively, as they enhance collaboration and mutual understanding. The study
emphasizes the autonomy of farmers, who increasingly see themselves as
entrepreneurs operating within complex socio-regulatory contexts. Bio-
graphical methods offer valuable insights into the social dynamics of
knowledge transfer, complementing quantitative life sciences approaches.
These findings inform strategies for translating research into practice and
provide a deeper understanding of human-animal-environment interac-
tions.
Abstract (deutsch):
Das explorative Forschungsprojekt an der Klinik für Geflügel der Tierärztli-
chen Hochschule Hannover (TiHo) untersucht den Wissenstransfer zwi-
schen Forschung und Praxis, um Tierwohl und Tiergesundheit in der Ge-
flügelwirtschaft zu fördern. Im Rahmen des One-Health-Ansatzes wird die
Wechselbeziehung zwischen Mensch, Tier und Umwelt analysiert, wobei
gesellschaftliche Rahmenbedingungen berücksichtigt werden, die
menschliches Handeln prägen. Der Prozess der Transformation der
Landwirtschaft in Deutschland bildet dabei einen zentralen Kontext dieser
Rahmenbedingungen, mit dem sich Landwirt:innen auseinandersetzen
müssen. Mithilfe qualitativer soziologischer Methoden, insbesondere nar-
rativer Interviews, wird untersucht, wie Landwirt:innen Wissen erwerben,
weitergeben und in der Praxis anwenden. Die Studie zeigt, dass biografi-
sche und sozio-kulturelle Prägungen wesentlichen Einfluss auf diesen
Prozess haben. Wissenstransfer wird dabei als wechselseitiger Prozess
zwischen Forschung und Praxis verstanden, der Anpassung an die indivi-
duellen Biografien und den „Wissenshabitus“ der Landwirt:innen erfordert,
um effektiv zu sein. Die Ergebnisse identifizieren Fachtierärzt:innen und
landwirtschaftliche Berater:innen als Schlüsselakteure bei der Vermittlung
praxisrelevanten Wissens. Regelmäßige face-to-face Formate, wie Fach-
veranstaltungen, tragen maßgeblich zur erfolgreichen Wissensvermittlung
bei. Zugleich wird der Austausch zwischen Landwirt:innen und Forschen-
den als positiv wahrgenommen, da er Vertrauen schafft und Reflexions-
räume öffnet. Die Studie betont die Bedeutung der Eigenständigkeit von
Landwirt:innen, die sich zunehmend als Entrepreneure in einem komple-
xen sozialen und regulatorischen Umfeld verstehen. Die biografischen Me-
thoden bieten wertvolle Einblicke in die sozialen Dynamiken des Wissens-
transfers und ergänzen quantitative Ansätze der Life Sciences. Die Er-
kenntnisse tragen dazu bei, effektivere Strategien für die Translation von
Forschung in die Praxis zu entwickeln und ein tieferes Verständnis der
Mensch-Tier-Umwelt-Beziehungen zu fördern.
For many years, survivors have dedicated themselves to the remembrance of their experiences during the Holocaust. In Germany, in-person survivor talks have become meaningful tools for mediating difficult history. In the near future, these in-person talks at schools will come to an end. Different institutions have developed substitutes for the time when the survivors are no longer with us. Holocaust survivors’ stories are reconfigured using an advanced technology in which the interactivity of the talks and the bodily presence of the person are captured. On platforms, students can ask their questions to the recording and unlock the story. In this paper, we compare in-person and on-screen talks of the Holocaust survivor Abba Naor. Before the pandemic, we accompanied him to different school classes in Germany. Since the survivor could not visit students in 2021, digital substitutes gained importance and were used for educating students. Our research, based on the theoretical frame of embodiment of memory, focuses on the engagement of the students with the survivor’s story. We present the results of an empirical study comparing high school students’ reactions to in-person and on-screen talks. Therefore, we interviewed students after their encounter with the eyewitness and with his digital presentation. The central result points to the community building potential of both types of presentations and to the necessity of becoming an active participant in “conversation” when engaging with on-screen talks. In the last paragraph, we discuss the potentials of interactive media for teaching (not just) difficult history.
This article examines the use of interactive testimonies to document Holocaust survivors’ memories, focusing on initiatives by the USC Shoah Foundation and Forever Holdings. It analyzes the viewpoints of eight survivors from the US, Canada, Great Britain, and Germany on digital testimonies collected from 2019 to 2022. The research explores survivors’ attitudes towards technology, the recording process, and the digital media for Holocaust Education. Introducing the concept of a “digital echo,” the study highlights how survivors’ stories are transformed into digital media that resonate across generations, preserving their narratives and boosting educational efforts. Survivors discuss balancing respect for their past with the adoption of digital advancements to keep their stories accessible and impactful. Despite challenges, they recognize the significance of digital projects in educating future generations. The study concludes with survivors viewing their participation as contributing to a peaceful future.
Der Band dokumentiert aktuelle empirische Befunde rekonstruktiver Forschungsprojekte zur Frage, welchen Beitrag Bildung zu sozialökologischen Transformationen leisten kann. Damit wird auf der Basis hervorragender studentischer Abschlussarbeiten empirisch beleuchtet, was zumeist lediglich normative Forderung ist, nämlich der Beitrag der Schule zu Nachhaltigkeit. Die Beiträge analysieren schulische Bedingungen für, sowie schulische Praxis von Nachhaltigkeitsbildung. Darüber hinaus wird Nachhaltigkeitsbildung jenseits von Schule thematisiert.
The published article deals with the violence against children and young people
in youth welfare institutions and curative psychiatric childcare which occurred in
Austria during the period from 1950 to 2000, with a specific focus on Carinthia.
The research originated in the reports made by people affected by violence to the
Corinthian ombudsman’s office in the years 2013–2015, with their stories and institutionalised life experiences in childhood and youth showing striking similarities.
The article thus addresses the international issue of coming to terms with violence
in the context of children’s rights. Furthermore, it interrogates the conditions which
enabled decades of violence in the context of Austrian Heilpädagogik (therapeutic
pedagogy in the tradition of Hans Asperger) and the scientific theory formation and
practices such conditions produced. In this regard, the research points to a nexus of
quasi-religious claims to supremacy, stigmatising theory formation and total institutionalisation as producing violence. The study thus calls for organisational development, for strengthening administrative responsibilities (for example through state supervision) and for reflection on scientific theory production.
The example of the religiousness of Muslim pupils in the age of digitalization may be used to show that Islamic theology can respond to the questions of young people in a future-oriented way, if the significance of these questions for peopleʼs lives is recognized in time. In this way, a new theology can emerge that speaks to people in a way that is close to life and reality. In the study presented here, we analyzed the influence of digital forms of communication and interaction on the religious orientations of Muslim secondary school students in Austria. A total of 139 interviews were conducted and analyzed in all Austrian federal states (Aslan & Yildiz, Muslim Religiosity in Digital Change. How Young People Deal with Images of Islam in the Media, Springer, Wiesbaden, 2023a). In this article, we focus on conclusions from this study for educational practice and Islamic religious education: The results of the interviews suggest that the increasing diversity of the student body and the far-reaching digital mediatization of their living environment require a new understanding of education that integrates the diverse realities of studentsʼ lives. With regard to Islamic religious education, it has also been shown that many young people are questioning traditional theological approaches and are looking for new forms of religiosity that are not based solely on classical teachings. This suggests that traditional theological teaching does not sufficiently address the needs and questions of young people in everyday life. A theology that is true to life and responds to the needs of young people can not only strengthen their religious and biographical orientation but also contribute to the promotion of social cohesion.
In public debates, transnational families are portrayed as a deviation from the norm of “good childhood.” In Europe, this is emphasized by the term “Euro-orphans,” branding parents’ (especially mothers’) absence as a violation and scandalizing it. Children’s voices are rarely heard in public discourse, and although research is now turning its attention to the “stayer children,” they and their perspectives on transnational family life remain underrepresented, especially in Europe. In a German-Polish project, we investigate how children perceive and evaluate transnational family life based on 27 group discussions with 12-14-year-olds (with and without own transnational family experience) in Poland. The analysis shows that (1) the presence of parents is central to the normative pattern of a good childhood from children’s perspective, but (2) they use differentiated criteria when assessing (temporary) parental migration, i.e., they do not refer to “universal” needs of children. Additionally, (3) children request that they be informed about the migration-decision early on and involved in the organization of the time of separation to make it as acceptable as possible for them. Thereby, they offer interpretations of transnational families that contribute to erode the norm of good childhood. We see our paper as a sociologically and socio-politically relevant contribution to expanding the discussion on transnational families, both from the perspective of children who discuss and problematize transnational family life as more than merely a question of violating the norm of parents’ presence, and with our focus on the European region, which provides specific contextual conditions for transnational families.
Der vorliegende Beitrag beschreibt Ergebnisse des intergenerationellen Lernprojekts DigiGen. Im Modus des Miteinander-Lernens haben sich Jugendliche und ältere Menschen Wissen über Funktion und Einsatzmöglichkeiten von Künstlicher Intelligenz angeeignet. Die Ergebnisse zeigen, dass das gemeinschaftliche Arbeiten Partnerschaftlichkeit aber auch Alteritätserfahrungen nach sich zog. Gleichzeitig fand eine Annäherung der Altersgruppen im Sinne einer Relationierung eigener Altersbilder durch Differenzerfahrungen statt.
In diesem Artikel wird analysiert, wie mithilfe von Social-Media-Netzwerken ehemalige Kontakte gesammelt, verwaltet und bewusst reaktiviert werden. Es stellt sich somit die Frage, warum vergangene Freundschaften nicht nur als digitalisierte Erinnerungen verwahrt, sondern die Möglichkeit der Wiederaufnahme (passiver) Kontakte befördert und Zugriff auf private Daten erlaubt werden, obwohl die Kontakte oft nur als digitalisierte Erinnerungen Relevanz im Leben der Interviewten aufweisen.
ResearchGate has not been able to resolve any references for this publication.