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Treibhaus Berlin: Worin besteht das Anregungspotenzial der „Creative City“ für das Entwickeln von innovativen Schulkulturen? Eine erste Skizze zu einem Forschungsprojekt im Aufbau

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Abstract

Inspiriert durch die Lektüre von Walter Benjamins Pariser Passagenwerk und Alfred Kerrs Berliner Tagebüchern und Briefen, ebenso angeregt durch die anwachsende Literatur zur Creative City in den Sozialwissenschaften begann Dr. Bröcher im Oktober 2015 mit ausgedehnten Feldstudien in Berlin. Das treibende Erkenntnisinteresse war und ist dabei ein pädagogisches und richtet sich auf das Entwickeln von innovativen Schulkulturen. Dazu mietet/e er sich, jeweils für mehrere Tage, über Airbnb in wechselnde Wohnungen in Mitte, Charlottenburg, Prenzlauer Berg, Neukölln, Schöneberg, Friedrichshain, Kreuzberg etc. ein, um die sozialen, kulturellen, geographischen und ökonomischen Verhältnisse vor Ort, die einzelnen Quartiere, Kieze, Szenen, Lebensweisen und Lebenskontexte zu erkunden. Die Stadt hat seit dem Mauerfall, wie bereits im 19. Jahrhundert und während der Weimarer Republik, den Status einer kreativen, dynamischen und schillernden Metropole, vergleichbar mit New York, London oder Paris, die Menschen aus aller Welt in ihren Bann zieht, indem sie der Entwicklung von Identitäten und Lebensentwürfen Raum gibt. Soziale Spannungsfelder und Verwerfungen, die es natürlich auch gibt, scheinen dieses Bild nicht zu trüben und die Kreativität und die innovative Kraft dieser Stadt nicht abzubremsen. Die Frage, die Dr. Bröcher nun im Kontext der transatlantischen Kooperation mit Dr. Painter und Dr. Davis verfolgt, lautet: Inwiefern zeigen sich Kreativität und Innovation auf der sozialen, kulturellen und ökonomischen Ebene in Berlin und in seinen verschiedenen Bezirken und Quartieren? In einer späteren Projektphase soll dann der folgenden Frage nachgegangen werden: Und was davon spiegelt sich bereits in der pädagogischen Arbeit von Schulen wieder? Die Untersuchung der Stadt soll also, in einem zweiten Schritt, durch die Analyse von Schulprogrammen, Schulkulturen und schulischer Pädagogik in Berlin ergänzt werden, um zu sehen, in welchem Umfang und in welcher Form Kreativität und Innovation schon jetzt in den städtischen Bildungsreinrichtungen vorhanden sind. Im dritten Schritt sollen die gefundenen Ergebnisse der Stadtforschung in aufbereiteter Form den Berliner (und allen anderen) Schulen zur Verfügung gestellt werden, um Impulse und Anregungen zu geben. Mit einigen ausgewählten Berliner Schulen sollen, in einem vierten Projektabschnitt, zusätzlich exemplarisch Schulentwicklungsprozesse in der beschriebenen Richtung gemeinsam unternommen werden. Die qualitativ-ethnographisch angelegte Studie arbeitet mit teilnehmender Beobachtung, Feldtagebuch, visueller Foto-Dokumentation, narrativen Interviews, Cultural Mapping, Online-Recherchen u.a. Bezüglich der Schulen sollen qualitative Interviews, Fokusgruppen und Schulprogrammanalysen zur Anwendung kommen. Mit dieser Pilotstudie geht es zunächst darum, die Möglichkeiten eines größer angelegten Forschungsprojektes zu erkunden und auszuloten.
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   
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-

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-


-
-
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-

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-
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
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
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-
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-
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
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
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
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
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
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-
 






      
         

         
  

           





-
-











-

-
-











-


        

       
           

           




         
     
      -

-
-



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