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`Incident on a Train´
How Storytelling in Higher Education Can
Foster a Critical Discourse on the Inclusive
and Exclusive Forces of Society
Joachim Broecher
Studies in Social, Emotional and
Behavioral Education, Vol. 1
Studies in Social, Emotional and
Behavioral Education
Vol. 1
`Incident on a Train´
How Storytelling in Higher Education
Can Foster a Critical Discourse on the
Inclusive and Exclusive Forces of
Society
Joachim Broecher
Manufactured and published by
BoD - Books on Demand
Norderstedt, Germany 2014, 2nd ed.
ISBN: 978-3-7357-5971-9
Photographs:
Angelika Schmachtenberg
Joachim Broecher
Content
Preface … 9
1. Introduction: Storytelling as a pedagogical tool in
teacher education … 11
2. Making pre-service teachers think about their
attitudes, values and principles concerning the
subject of inclusion … 13
3. Background information helpful for
understanding the story … 15
4. The story: `Incident on a train´ … 19
5. Embedding the story didactically in a teacher
education context … 39
6. Further scholarly discourse in the teacher
education context … 43
7. Putative effects on students of the `Incident on a
train´ story … 47
8. Limitations and future perspectives … 49
9. References … 51
Notes on the author … 59
7
8
Preface
This text is about what happened to a special
education teacher traveling by train with his class to
the North Sea island of Sylt, in Germany, where the
group intends to spend a week in a school camp.
During the journey, various incidents and upsets
also involving the other passengers take place that
escalate to the uncoupling of a train car.
This real episode was used productively for
several years in special education university
courses, such as inclusive education, for the
purpose of storytelling as a pedagogical tool in
higher education.
9
Each time, this story had the effect of stimulating
the start of a critical scholarly discourse on the
inclusive and exclusive forces of society that are
manifest in it.
There are many indications that just such an
emotionally jolting story from real pedagogical life
can lead the students to tap into the subject´s
complexity.
Observations also suggest that examining the
story `Incident on a train´ seems to strengthen
students´ own pedagogical engagement for more
social cohesion and that this story helps them
formulate their action-oriented values more clearly.
An empirical verification of these presumed
effects, however, still remains to be carried out.
10
1. Introduction: Storytelling as a
pedagogical tool in teacher
education
Depending on the degree program, when I begin
working with students of special education or
inclusive education newly arrived at university, I
read them a very specific story.
It is a true story about something I experienced
years ago as a public school teacher before I
changed to the university full time.
At the time, I was classroom teacher in a
specialized school for children with emotional, social
and behavioral difficulties and went on a one-week
school trip, by train, that took us halfway across
Germany, from the middle western part of the
country up into the high north, a distance of about
650 km, right up to the Danish border.
11
What follows below is an expanded version of the
story that was published in abbreviated form at the
time by a German newspaper and in a pedagogical
journal (see Broecher 2002, 2003).
The effectiveness of storytelling for getting a
point across to people, for instance through
`teaching stories´ (Simmons 2006, pp. 17-23) or
`scientific storytelling´ (Gallagher 2011; Luna 2013;
Petit et al. 2011) of course are already known.
We can draw on approaches and studies that
employ `storytelling as a pedagogical tool´
(Abrahamson 1998) or deploy storytelling in work
with students `to promote knowledge construction
and learning´ (Wiessner and Pfahl 2007) especially
in the area of higher education (e.g., Wallace and
Gravells 2010).
12
2. Making pre-service teachers think
about their attitudes, values and
principles concerning the subject
of inclusion
The story `Incident on a Train´ invariably moves the
students in a certain way. After the reading, usually
a short silence reigns.
However, then a lively discussion kicks off. It
clearly reveals that this story not only calls on the
emotions, but also mobilizes critical thinking on the
subject of inclusion in school and society.
The subject of inclusion in all its complexity
suddenly becomes something real, specific, and
tangible.
It enables the students to identify the complicated
mix of inclusionary and exclusionary forces at work
13
in our German or European or Western-oriented
society, to name it, to question it and to develop a
perspective for deeper involvement in the subject,
and think about the own attitudes, values and
principles concerning the subject of inclusion, while
being in a teacher education program (e.g.,
Avramidis and Norwich 2002; Clarke and Drudy
2006; Croll and Moses 2000; Lawson, Parker and
Sikes 2006; Moran 2007; Pecek and Macura-
Milovanovic 2012; Reynolds and Brown 2010;
Silverman 2007; Takala, Hausstätter, Ahl and Head
2012; Vanderfaeillie, de Fever and Lombaerts
2003).
14
3. Background information helpful
for understanding the story
Before we proceed with reading the story, I want
first to set the stage with three things, so that
especially an international readership will have the
necessary background for integrating that which
took place.
First: In Germany, as in many other countries,
you can buy first class and second class train
tickets. First class not only offers more comfort but
also costs 50 percent more. Occasionally, it is also
possible to book first class for a group at a price that
beats the regular second class fare.
Second: Westerland, the principal town on Sylt, is
located in the island´s midsection, right on the North
Sea and can be reached directly by train that
practically runs through the Wadden Sea over the
15
`Hindenburgdamm´ causeway that was built during
the Weimar Republic.
Third: By virtue of its location in the extreme
northwest of Germany on the Atlantic, Sylt Island
has an especially salubrious open ocean climate.
This is why spa tourism developed there as early as
the 19th century. The breathtakingly beautiful
beaches and dunescapes attracted artists and
intellectuals, but particularly the very well-to-do.
Kampen on Sylt, with its picturesque thatch
roofed houses, boasts Germany´s highest-priced
real estate. The boutiques there offer women´s
handbags or jackets for sale that would cost an
elementary school teacher her entire month´s
salary.
For the wealthy and the jet set, Sylt is an
investment and status symbol. People from
Germany´s socially deprived areas could never in
16
their lives hope to set foot on this marvelous island
on their own.
However, there is another Sylt and other ways of
getting there. Several former military barracks
located in the island´s southern part were converted
into school camps and youth hostels after World
War II.
That made it possible for large numbers of
children and youth to come to Sylt regardless of
their parents´ sociocultural or socioeconomic
situation, by going there on school trips or
experiential pedagogy projects.
So it was also for the group of nine- and ten-year
old boys from a special school for children with
emotional, social and behavioral difficulties at the
center of our story.
17
The trotting of carriage horses on Hallig Hooge
18
4. The story: `Incident on a train.
Staying in close touch with
society´
This is not about the year when the only option for a
train trip to Sylt I had left due to time constraints
was to book a block of first class seats, because my
colleague, who had joined me with his class, had
needed so much time to get the money together
that his girls and boys owed and when we then
faced a situation on the return trip from Westerland
to Cologne wherein society´s well-heeled and
pensioned sat in our seats in car 13, because car
14 had a problem with its electronics and so was off
limits.
First class, it seemed, was these ladies´ and
gentlemen´s due, simply because, unlike us, they
were first class.
19
At first glance, it looked we seemed to be nothing
more than social free-loaders, but fortunately we
had valid tickets and demonstrable seat
reservations.
And so it came about that these kids from
society´s margin did wind up riding first class
through Germany, in April of 2004, once I had
negotiated emphatically with the well-heeled folks
sitting in our seats, insisting that my students in fact
got their seats – in first class.
However, the story I really intended to tell dates
back to sometime before that, to May of 1993. It,
too, involves a class trip to Sylt, to Hörnum, to be
exact, that picturesque town on the island´s
southern tip, where, if you clamber up the tallest
dunes, you can see the ocean on both sides of the
forty kilometer-long island – the foam-capped
Atlantic to the west and the calmer Wadden Sea to
the east.
20
Some odd experiences transpired during the train
trip there. The smooth functioning of our railroads is
a symbol for reliability and well-planned forward
progress.
The train can be regarded as emblem of social
normality, functionality and productivity – however,
only so long as no individuals board the train that
are already sand in the gears and that can disrupt a
train´s steady progress or delay the train travelers
from their business.
Nonetheless, there are children in this society
that, by reason of their `challenging´ behavior, are
referred to special schools mostly because for
deficits in emotional attachment and lack of an
appropriate, supportive upbringing and education.
There, with the help of a special pedagogy, they
are to be brought back – reeducated, really – to the
right way.
21
After my colleague and I had attempted various
influencing and fostering measures, with the
involvement of the immediate school environment,
on behalf of this band of rascals, a term I use
humorously here, arrived the high point of the
teaching program at that time: a one-week class trip
to Sylt.
Our intent was for these kids, socialized by cell
phone, computer and Gameboy, to be exposed to
new experiences and insights in the fresh North Sea
air, during group hikes along the beach and
mudflats, on a boat trip to Hallig Hooge and the
trotting of carriage horses on the Hallig.
So it was that we found ourselves with that unruly
troop of nine- and ten-year old boys once again
riding on a train from Gummersbach in North Rhine
Westphalia through Cologne to Westerland, in North
Frisia, Schleswig-Holstein.
22
They were ten in number this time, these boys
from a special school for children with emotional,
social and behavioral difficulties, and each of them
was like handling three of them when it came to
rendering necessary supervision, care and
attention.
We took over several adjoining compartments.
The month was May. It was a warm, sunny day full
of anticipation for the beach life, North Sea air and
fish rolls.
Naturally, there was no way of keeping the boys
in the compartments for more than half an hour.
They obviously felt confined and within minutes
already the first conflicts and squabbles started.
They wanted out into the corridor. We put them
off until later. They tried again and kept at it
relentlessly. Finally, we let them out of the
compartments. There simply was no other way.
23
They ran up and down the car´s corridor. Then
some of them opened the windows. We closed the
windows again and pointed out the potential
dangers.
Soon after, I don´t know how, the first few boys
escaped into the neighboring open seating car.
Angelika, my colleague, went in one direction and I
in the other, to corral the boys again. Marita, the
social education teacher, held down the fort outside
the compartments.
Breathing harder by the minute, I hurried through
the corridors of the fully booked cars. Toward the
front, I glimpsed a blond boy who belonged to our
group; then he was gone.
I ran a gauntlet of travel bags and sneakers that
stuck out into the corridors. The glass doors hissed
shut behind me. The trek through the cars seemed
to me to take an eternity. Just before I reached the
front of the train, it started to slow down.
24
We entered the Bremen train station. The doors
opened and out ran some of my students down the
train platform toward the middle of the train; maybe
they were looking for the Bremen Town Musicians?
Was this then the result of the fairy tale projects that
we had done in class?
One of the boys cheekily stuck out his tongue at
me through the train window. Then he took off,
running along the train platform.
A fun game. Hopefully, they would get back on
the train in time, it pounded in my head. I longed for
this day to end and wished myself into the
counselor´s room of the school hostel, there to find
solace in conversation with Mrs. Moll, a colleague
from Cologne, over a cold Frisian beer. Mrs. Moll
traveled to Hörnum with her classes every year
around this time.
25
All right, back the whole way. People began to
notice me and regard me part sympathetically, part
with annoyance and disquiet.
Then, after a refreshment cart blocked my way
and I somehow managed to squeeze past it, out of
breath I finally arrived back at the three
compartments where I had started my futile chase
after the students.
In the meantime, Marita had done a good job and
gotten about half the runaways back into the
compartments. Lastly, we corralled the remainder in
the open seating car next to ours.
When the train had ground to a halt in Bremen, I
made my way quickly along the platform toward the
front to the engine and then systematically combed
back through the train, to keep the boys from having
any chance of escaping again.
26
I happened straight onto a melee. One of the
boys had jostled an elegantly-dressed woman
having coffee. Her dress was covered with brown
spots.
Suddenly, there was a huge hue and cry,
because an older man was pulling at the boy and
cursing at him.
I excused myself for the boy´s behavior, pressed
some Euros into the woman´s hand for getting the
dress cleaned, mumbled something about special
children by way of more excuses and pushed the
little group ahead of me and out of that car.
It seemed to me that the entire train, regardless
whether it was in first class or second class, had by
now become affected by our ruckus-causing
presence and was suffering because of it.
My stress level kept rising. As the responsible
classroom teacher, didn´t I have to do a better job of
27
keeping them in check? Was it a mistake after all to
take troubled children like this on such a long trip?
Instead of an eight hour train ride, perhaps I
should have just taken them on a ten minute bus
ride to the nearest youth hostel.
I simply could not expect this well-set, well-
heeled crowd, heading for their snug vacation
houses, vacation apartments and hotel rooms in
Westerland, Kampen or Keitum, to put up with
something like this.
On the other hand: Weren´t we all somehow
responsible for this young generation that, in some
respects, had gone off the track?
Could these people sitting here in the train,
representing the larger society, simply avoid any
responsibility? Could they just delegate it all to us
special educators and social educators?
28
Should they have peace and relaxation, at the
cost of our energies being used up and having our
nerves ruined? They wanted to travel, live, lead a
pleasant life. And us? Did we really deserve to be
sidetracked?
I read it in their accusing faces: How could you
travel with these children on this route to this
destination? Venomous looks castigated me. Sylt,
including the way to get there, belongs to us. Please
stay home where you belong, in your socially
deprived areas.
No. Resentment suddenly welled up in me: You
are co-responsible for the social and cultural
change process whose results and consequences I
unfortunately have made it my job to suffer.
From now on, feel free to experience some of the
effects of your own politic or impolitic behavior, your
lack of social engagement! I’ve had it with trying to
shield you!
29
At a party recently a lawyer´s wife had said to
me, with a mixture of pity and incomprehension and
a smug smile on her pursed lips, `Why on earth
would you sacrifice yourself like that´, as I was
telling her about my work as special education
teacher.
Fortunately, by now all boys were seated in the
three compartments again. With the glass doors
shut, both my colleagues and I stood in the corridor
and assessed the situation.
The sun shone brightly. We were drawing nearer
to Hamburg. The train was barreling along. I
listened to the loud, rhythmic clatter of the wheels.
Satisfied, I looked in on the compartments in turn.
To cheer them up, I had treated the boys to a round
of Cokes. Lost in thought, they were sipping from
the cans. I was glad that quiet had been restored.
Only, it turned out to be a deceptive peace.
30
In one of the compartments, the students had
pulled down the orange colored sun shade. What I
had failed to notice was that the window behind it
had been pulled down all the way to the lowest stop.
The train was hurtling along at top speed through
the plain south of the Elbe. Then, in an instant, it
happened:
The sun shade in that compartment was torn out
the window, flapping wildly a few times and then the
metal rod inserted at its bottom suddenly stabbed
like a dagger from outside back in through the
window panes doubled-up one behind the other.
The rod remained firmly stuck in the glass. All
around the puncture the glass was splintering. I
immediately tore open the door.
A warm blast of wind hit my face. Small glass
fragments threatened to come loose from the Ping-
Pong paddle-sized fracture.
31
I pushed the boys out into the corridor as quickly
as I could and locked the compartment door to
prevent any harm to the children from flying glass
splinters. Then I ventured in search of the
conductor, to whom I described the situation.
The uniformed man reacted with extreme
irritation, even anger: `Can´t you properly supervise
your students?´
We were nearly in Hamburg. The train had
slowed and was already on the bridge across the
Elbe. So, then the conductor phoned the chief
conductor who decided to uncouple the car with the
damaged window on safety grounds.
This was done at the Hamburg-Dammtor train
station. The passengers were told to detrain from
the damaged car and to find another seat
somewhere else on the train.
32
The voices in the corridor and by the exits
sounded angry. Suitcases were heaved about.
Complaints rose about the lack of seats.
Outside, on the station platform, furious looks
came my way, mostly from men and women 55
years old and over, an embarrassing, reproachful
and sometimes downright aggressive atmosphere.
Finally, all of our charges were accommodated
again in an open seat car at the tail end of the train.
Thirty minutes behind schedule, the Intercity
resumed its journey north.
The students were nervous and agitated. My
colleagues and I had our hands full trying to calm
them down and to stabilize their behavior.
Suddenly, an incensed man rushed up to me,
demanded my address and phone number and
claimed damages for the train delay from me.
33
It had caused him to miss an important business
appointment in Westerland that, supposedly,
involved millions. We had spoiled it for him. He
would not stand for it.
Sweat broke out on my forehead. I thought about
my professional liability insurance. If worst came to
worst….
The other passengers in the open seating car
listened intently. I didn´t know how to react right
away. I had just let myself fall exhausted into my
new seat.
Finally, stammering, I replied that it had not been
my decision after all to uncouple the car because of
the window damage. Of course, I also regretted the
train´s delay, but that was the chief conductor´s
decision.
Snorting with rage, the man planted himself by
my seat and repeated his demand.
34
But then the mood in the car, where many of the
other relocated passengers had found seats,
seemed to change. Suddenly, a group of women
was standing in the aisle in support of me.
`Look, can´t you see what kind of work these
young people are doing here? How would you like
to be the one to do it? Come on, now! Do you really
want to do this? What´s this nonsense about
millions? Stop it already. We´ve had it with your
arrogant rudeness!´ they went after the man.
`Get lost, why don´t you!´ a woman called out to
my accuser from further back. `The people from the
special school have enough on their hands taking
care of these kids!´
Irritated, the man who had harassed me
mumbled something to himself, looked around
nervously and finally went away.
35
I was very grateful for the moral support that
suddenly came my way from the fellow travelers,
especially that group of women, all of them fiftyish.
These women also gave us practical help by
talking in a friendly way with the boys, paying
attention and being considerate to them, responding
to them and from time to time asking them how they
were doing.
This helped calm the boys down, and they
started to relax. So, in this way, my two colleagues
and I received active support in looking after the
students during the last segment from Hamburg-
Dammtor to Westerland, which took the train
another three hours.
A pleasant warm feeling filled me. I started to
relax, too. There was after all something like
solidarity among this group of people rattling along
on the rails, a common sense of responsibility. We
were not alone.
36
I also heard nothing more from the railroad
regarding this incident. Someone familiar with
insurance matters told me that the railroad had
largely replaced the metal rods inserted at the
bottom of sun shades with plastic ones. Apparently,
the metal rods had long been considered safety
hazards.
Late that evening in the counselors´ room of the
school camp in Hörnum, I told Mrs. Moll the whole
story. As expected and hoped she, too, was there
again.
`That is why I always take the train with my
classes´, she said, `because it gets me in touch with
society.´
I allowed myself a Frisian Pilsener. It had a nice,
tangy taste.
37
The sun shade in that compartment was torn out the
window, flapping wildly a few times and then the
metal rod inserted at its bottom suddenly stabbed
like a dagger from outside back in through the
window panes doubled-up one behind the other.
38
5. Embedding the story didactically
in a teacher education context
The following are possible discussion questions for
the students immediately following the story being
told:
• What did the children experience on the train?
• Wherein resides the importance of this class trip
for the children?
• What is the class teacher´s experience and that
of his two companions?
• What presumably is the perspective of the fellow
passengers overall?
• What is your opinion of the businessman´s
behavior?
39
•What principles and societal forces does this
businessman´s behavior stand for?
•How would you advise the teacher to handle the
businessman´s demands?
•What significance did the behavior of the group
of women toward the story´s end have?
•What principles and societal forces do the
women´s actions represent?
•How would you personally have handled each of
the situations?
•Was it a smart pedagogical decision to make
such a long distance train trip with these
students?
•Were the educational goals and the path
embarked on in reasonable proportion?
40
• How appropriate is it to make a trip like this to
an island like Sylt? What speaks in its favor?
What speaks against it?
• Later, as a teacher yourself, would you go on
such a class trip with children with emotional,
social and behavioral development needs?
• Was the problem aggravated by a student group
coming from a separative school, which meant
that every single boy had special emotional,
social and behavioral needs and no children
without such needs were along who might have
served as role models or at least played a
balancing role?
• What else spoke to you personally in the story?
What else moved you?
• What does all this say about the current society
and its relationship to the young generation?
41
• Do the narrated events contain a deeper truth or
message?
• What conclusions can be drawn?
• In your view, how does all this apply to your
studies now and later to your professional
actions?
42
6. Further scholarly discourse in the
teacher education context
In the next stage, the story can be linked to the
inclusion-theoretical discourse, because in this
`Incident on a train´ the inclusive and exclusive
forces of society are on display (cf. Woodward and
Kohli 2001).
In the form of this real-life story from the
educational workaday we receive a specific and
emotionally-affecting description of `the dichotomy
between in and out´ (ibid., p. 2) as well as a
description of the state of `how individuals are
integrated into the social whole´ (ibid., p. 4).
These children with emotional, social and
behavioral needs are `both in and out of their
society´ (ibid., p. 9), `inclusion and exclusion are…
in various ways intertwined´ (ibid., p. 10).
43
Further possible reference points for the
academic discourse with the students are `equity in
the social system´ (Melucci 2001, p. 73), `education,
citizenship and social justice´ (e.g., Biesta, Lawy
and Kelly 2009; Birdwell, Scott and Horley 2013;
Mayo, Gaventa and Rooke 2009; McMurray and
Niens 2012; Tomlinson 2013), and `including
students with behavioral difficulties in general
education settings´ (e.g., Goodman and Burton
2010; MacFarlane and Marks Wolfson 2013;
Shearman 2003; Simpson 2004).
`Social class´ obviously has `effects on people´s
life chances´ (Scott 2001, p. 143). The previous
class trip episode also to Sylt that precedes the
actual story (in which the teacher booked first class
exclusively, but the children´s places were at first
taken away from them by the actual first class due
to a technical problem in the next car) speaks
volumes here.
44
How can educators contribute to `tackling
inequality and exclusion´ through `active citizenship
and participation´ (Machado and Vilrokx 2001)?
In this way, the connection between `education,
equality and social cohesion´ (Green, Preston, and
Janmaat 2006) comes into focus, and with it `the
role of education in promoting social cohesion´
(ibid., p. 9), the question of `how education
contributes toward civic engagement´ (ibid., p. 19)
and that we obviously require a `common sense of
citizenship and values´ (ibid., p. 30) if we are to
foster social cohesion.
These attitudes and values, which are what
matters in all this, can be made concrete by an
`ethics of belonging, care and obligation´
(Macartney 2012) as well as by solidarity (Melucci
2001, pp. 74-77).
The group of courageous and engaged women in
the story demonstrates the importance and
45
effectiveness of these action-guiding values for the
creation of social cohesion by way of `community
involvement´ (Soresi, Nota and Wehmeyer, 2011).
These women are always the sympathetic
figures, the torchbearers of hope for a different and
better social future, when discussing this story with
university seminar students.
46
7. Putative effects on students of
the `Incident on a train´ story
My observations in university-level educational
institutions and feedback from students indicate that
seminars that are introduced and whose content is
structured with this story have a particularly lasting
effect on the students.
It is exactly such an emotionally touching and
affecting story from real educational life that can
motivate students to explore the subject matter´s
complexity.
Even many years later, students still have a lively
recollection of the story `Incident on a train´. It
seems that they carry the events in this story with
them as internal images.
47
It is as if the future teachers of both sexes have
internalized those parts of this story that have
potential for advancing social inclusion and social
cohesion as an action model.
It seems as if coming to terms with the story
`Incident on a train´ boosts the motivation for
individual pedagogical engagement for more `social
cohesion´ and that this story helps students in
special education as well as inclusive education to
clarify even further their own action-oriented values
in the sense of an `ethics of belonging and care´
(Macartney 2012) and an `ethics of connectedness´
(Frick and Frick 2010).
48
8. Limitations and future
perspectives
It remains that these assumptions about effects,
resting on subjective observations and experiences
culled from university seminars, must still be
investigated empirically and documented.
The author would expressly welcome it if
scholars working in the inclusive education field
would take up this topic if they are interested in the
potential of storytelling as a pedagogical tool in the
higher education context.
I will gladly make the story `Incident on a train´
available to the scientific community for university
teaching purposes and further academic research.
49
Our intent was for these kids, socialized by cell
phone, computer and Gameboy, to be exposed to
new experiences and insights in the fresh North Sea
air, during group hikes along the beach and
mudflats, on a boat trip to Hallig Hooge…
50
9. References
Abrahamson, C.E. (1998). Storytelling as a
pedagogical tool in higher education. Education.
A Monthly Magazine Devoted to the Science, Art,
Philosophy and Literature of Education 118 (3),
440-451.
Avramidis, E., and Norwich, B. (2002). Teachers´
attitudes towards integration / inclusion: A review
of the literature. European Journal of Special
Needs Education 17 (2), 129-147.
Biesta, G., Lawy, R., and Kelly, N. (2009).
Understanding young people´s citizenship
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Studies in Social, Emotional and
Behavioral Education
Joachim Broecher
Vol. 1
`Incident on a train´: How storytelling in higher educa-
tion can foster a critical discourse on the inclusive and
exclusive forces of society (2014)
Vol. 2
How a practitioner thinks in action: Shaping pedagogi-
cal and didactic strategies for students with emotional
and behavioral difficulties through textual analysis of a
teacher´s journal (2015, 2nd ed.)
Vol. 3
The interconnection between formal inclusion and in-
ternal exclusion: How the `Training Room´ Program in
German schools seeks to improve classroom disci-
pline, but in doing so inhibits the development of a par-
ticipative and empowering learning culture (2014)
Vol. 4
Stepping up to complex picture composition: How ado-
lescent students with emotional and behavioral difficul-
ties succeed at picture making with Movable Layout
Technique (2015)
Joachim Broecher is Professor and Director of the De-
partment for the Education of Learners with Emotional,
Social and Behavioral Difficulties, at University of
Flensburg, Germany. Prior to moving into higher edu-
cation he worked in schools, for 19 years, as teacher
in specialized settings, as support teacher in regular
schools and later as school principal.
For more information:
www.bröcher.de
www.broecher-research.de
www.researchgate.net
