The constitution of subject matters in political and historical teaching situations. A comparative reconstruction between France and Germany
Final Report Abstract
With the project resp. the question of object constitution in political-historical teaching situations in France and Germany, a research desideratum in the field of qualitative comparative teaching research could be addressed. The micro level of sequences, the analysis focused on how and as what disciplinary objects (such as the foundation of Rome, participating in the elections) as signifiers are constituted interactively by students and the teacher. As a result, patterns within the analyses – referred to as cases – became apparent that varied especially when comparing the country examples to each other. At first glance, these variances could be linked to the macro level of curricular specifications, which, however, did not yet completely clarify what constitutes the specific object in the mutual contributions. The examined teaching situations showed that students and teachers constitute a disciplinary objects situationally and in a specific way mainly by using different representations and contextualizations. The observations furthermore revealed ideal-typical approaches/modes in which this happens. As data basis served 44 audio- and videotaped lessons from six school classes in the subjects Geschichte, Histoire-Géographie and Enseignement moral et civique. Originally, the participation of one school from the Rhine-Main area and one from the Paris region was planned. However, one teacher from each of two different lower secondary schools in the German context were integrated, as well as two schools from the French context within the school year 2018/2019. This procedure was necessary because the coordination of comparative teaching topics and units proved to be challenging; besides, additional teaching hours were offered. The expanded data corpus proved to be a decisive step in the selection of cases and the success of the project. Methodologically and methodically, the procedure is based on the standards of international comparative qualitative research. The small-step interpretive approach allowed intensive reflection on the site-dependency, especially with regard to translations. The transcripts – left in their original language – were searched for dense research-relevant passages using the Dokumentarische Methode (Bohnsack). Subsequently, the passages were interpreted sequentially in regular interpretation workshops with native speakers using the method of Objective Hermeneutics (Oevermann, Wernet). The use of reconstructive methods proved to be practicable and effective also in the collaboration with the French-speaking partners. As a main result, it can be stated that the case-comparative reconstructions show cultural/national patterns that differ in dominance depending on the object for the country examples. The examples of the lessons from the Rhine-Main area tended to constitute an object based on representations of life and experience, while the examples from the Paris area tended to show a constitution based on spatio-temporal spheres, republican values and comparison. Commonalities between case studies could be determined, although less distinctly which run counter to a often claimed clarity (essentialization). In total, the reconstructions contribute to a differentiated view of the object constitution in (subject) lessons in both countries. The case studies offer opportunities for subsequent use in the field of comparative educational science and subject-didactic teaching research as well as in research-oriented teaching.
Publications
- (2018): Zur Konstituierung moralischer Vorstellungen vor 1968 – fachliche und methodische Perspektiven transnationaler deutsch-französischer Unterrichtsrekonstruktionen, In: Tertium Comparationis, 24 (2), S. 206-227
Schelle, Carla/Straub, Christophe
(See online at https://doi.org/10.25656/01:24689) - (2020): La construction d’objets dans des situations d’apprentissage – une comparaison franco-allemande au sujet de la fondation de Rome, In: Recherches en didactiques, 3/31, 47-70
Schelle, Carla/Straub, Christophe
(See online at https://doi.org/10.3917/rdid1.031.0047) - (2020): “c’est votre droit et votre devoir” – transformative Prozesse in deutsch-französischen Unterrichtsrekonstruktionen zum Gegenstand Wahlen, In: Schelle, Carla et al. (Hrsg.): Innovationen und Transformationen in Schule, Unterricht und Lehrerbildung – Empirische Studien und Vergleiche zu Senegal, Togo, Burkina Faso, Frankreich und Deutschland. Münster/New York: Waxmann-Verlag, S. 209-222
Straub, Christophe/Schelle, Carla
- (2020): „c’est votre droit et votre devoir“ – des processus transformatifs autour de l’objet de cours „élections“ dans des reconstructions francoallemandes, In: Montandon, F. et al. (Hrsg.): Innovation et transformation au sein des enseignements et de la formation. Sénégal, Togo, Burkina Faso, France et Allemagne. Saint- Denis: Connaissances et Savoirs, 165-181
Straub, Christophe/Schelle, Carla
- (2021): Zur Konstituierung des Citoyen in Frankreich – eine Rekonstruktion aus dem politisch-historischen Fachunterricht, In: zdg – Zeitschrift für Didaktik der Gesellschaftswissenschaften, (2), 193-203
Straub, Christophe
