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Teaching on the Frontline
Abstract and Figures
What can we learn from a teacher's journal about working with challenging youth? Why does the Training Room Program in German schools impede the development of an empowering learning culture? What experiences transpire during a train trip to the sea with an unruly crew of school boys? Or: what happens when children plan a trip on their own? Anyone who has accumulated experiences in teaching faces creative choices when putting that legacy to paper. The author chose to use this selection of studies to illustrate formative and inspirational moments from his years as a dedicated teacher and father.
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As educators, we strive for accessible, just and inclusive educational options for all children and youth, including those from vulnerable social strata. We reflect the processes inside of educational institutions, and examine the social, cultural and economic processes surrounding and overarching these institutional spaces. Guided by a growing literature about the `creative city´ in the social sciences, we started extended field studies in Berlin. The driving motivation behind this endeavour is an educational one and hopes to collect ideas for the building of innovative school cultures. Cities increasingly have become focal points for negotiating rights, living space, and access, with many cities balancing the coexistence of privilege with the lack of opportunity. Innovative projects which explore new forms of ownership and access, collective production and reproduction, right and solidarity, provide valuable impetus for more sustainable forms of community development and public education. To cite as an example: The ifa-touring exhibition `An Atlas of Commoning: Places of Collective Production´, made in collaboration with ARCH+ in 2018. In the sense of true solidarity and togetherness, the project seeks to revitalize the emancipatory concept of `us´. In this endeavor, Aby Warburg´s concept of the atlas is used, as a form of cultural mapping. This `atlas´ documents trendsetting urban projects related to `commoning´ - a set of practices dealing with the production and management of collective resources and spaces. These include a process in which networks of solidarity are created, and individual and collective rights are redefined. Inspired by `An Atlas of Commoning´ the poster provides a review of selected projects shown in the exhibition and discusses the potential of the concept of commoning from an educational perspective. It offers a theoretical framework for connecting urban studies and education science, with a strong focus on redefining the collective rights of children and youth who are vulnerable in their development and learning.
Ten-day workshops and field trips had a key role in the partnership between a university of applied sciences in East Germany and a small private liberal arts college in North Carolina. This case study evaluates activities and programs from the involved faculty´s perspective. The authors look at the underlying institutional process, they discuss organization and content of the programs, and reflect the learning experiences of the participating students. Conclusions are drawn for a further program development and with regard to internationalization strategies.
In this poster presentation, an auto/biographical study will be described by a team of international researchers that sought to provide participants who lived in a local village community, in South Westphalia, Germany, born between 1930 and 1945, during the Third Reich an opportunity to share their stories in the hope that those narratives might help us understand how life stories can celebrate, sustain, or challenge the potential for building individual and collective identities. Themes that emerged from the participants’ stories revealed the role of the familial and social groups of which they were members, as well as the influence those group memberships played in shaping each participant’s sense of belonging, meaning, and the construction of knowledge, personal identity, awareness, coordinated and political action. A purpose of this research was to give the younger generations in that region access to these experiences and insights, within the context of democratic learning and civic education. One group of the participants decided to connect with local schools and present their findings to teachers and classrooms. Through these presentations, they discussed the most critical issues with children and youth. Qualitative interviews, focus groups, storytelling and collective journaling revealed experiential patterns, such as the significance of free information and thought, a free cultural life, access to education for all children and youth, a self-determined life for women and girls, as well as cohesion and self-help structures in the social community. Connectivity and togetherness became visible in the cultural life, as well as the theater life of the village. Also, learning lives could be illuminated in the communal self-help structures and even conflicts – sometimes expressed only indirectly -- which became visible with regard to gender roles, and dealing with the political system of the Third Reich. Many tales were shared from the Third Reich including how these times had been narrated to these villagers through their forebearers and families’ archives. These resources are present through both the presentation and poster, as well as the full article to which access will be provided to session attendees. This study considered experiential perceptions from the perspectives of different kinds of human groups, their origins, their fluid interconnections that construct and challenge knowledge resulting in potential evolution and transformation of understanding.
Multi-agency working with young people with emotional and behavioural difficulties (EBD) and their families aims to coordinate and, where appropriate, co-locate the resources ofmulti-disciplinary professionals and service agencies to address complex educational, social and health concerns. This approach seeks to address such shortcomings as ‘siloing’ professional expertise and services in discrete organizational units, interagency frictions, and serious delays, gaps and overlaps in service responses. It was considered ‘essential for delivering co-ordinated services to particular groups of children’ (Salmon and Kirby 2008: 107) and built upon long-standing ‘inter-professional and inter-agency working’ policies in the UK (Reynolds 2007: 442).
Brooklyn has all the features of a "global borough": It is a base of immigrant labor and ethnically diverse communities, of social and cultural capital, of global transportation, cultural production, and policy innovation. At once a model of sustainable urbanization and overdevelopment, the question is now: What will become of Global Brooklyn? Tracing the emergence of Brooklyn from village outpost to global borough, Brooklyn Tides investigates the nature and consequences of global forces that have crossed the East River and identifies alternative models for urban development in global capitalism. Benjamin Shepard and Mark Noonan provide a unique ethnographic reading of the literature, social activism, and changing tides impacting this ever-transforming space. Cover and interior images of a rapidly transforming global borough by photographer Caroline Shepard.
