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Ethnographische Bildungsforschung

Ethnographic Research in Education

The research area of “Ethnographic research in education” comprises projects that aim to observe activities and different actors involved in schools and their environments. For example, the analyses target teachers, students, parents, their interactions and practices in dealing with one another, their behaviour in school and educational spheres, and their dealings with the matters they encounter. Subject to “thick descriptions” – see the anthropologist Clifford Geertz, participant observation of school and learning cultures and educational spheres is documented and reconstructed.

The Research Area in Detail

The practice of ethnographic research in education focuses on societal and individual preconditions, processes and outcomes of growing up, development and learning, socialization and education as well as institutions where all this happens; (historical) transformations are thus assessed. The researchers aim to take a micrological perspective and thus analyze the Eigenlogik of cases, of situations, individual scenes and arrangements of practices in school and other pedagogical areas. It is thus possible to discern regularities and orders, e.g. patterns of interaction or patterns regarding the interplay of individual factors such as material framing, spheres and artefacts, discourses and actors with their (hi)stories.

Different research methods are applied in this field, e.g. participant observation, videography, interviews and group discussions. The documents are collected and analysed.

In the BBF, different projects are run to investigate how differences between students and also between schools are constructed, and how heterogenity in these terms is dealt with, how different educational spheres for different actors are created, what processes take place to recognize but also to exclude students from a group, or how professional actors are authorized respectively authorize themselves in different forms of cooperation.

Selected Introductory Articles

Drope, Tilman/Jurczok, Anne (2013): Weder gleichwertig noch gleichartig. Besonderheiten und Problemlagen Integrierter Sekundarschulen in einem sozio-ökonomisch schwachen Stadtteil Berlins. In: Zeitschrift für Pädagogik, Jg. 59, H. 4, S. 496-507. (Online: URN: urn:nbn:de:0111-pedocs-119750).

Kolbe, Fritz-Ulrich/Reh, Sabine/Fritzsche, Bettina/Idel, Till-Sebastian/Rabenstein, Kerstin (2008): Lernkultur. Überlegungen zu einer kulturwissenschaftlichen Grundlegung qualitativer Unterrichtsforschung. In: Zeitschrift für Erziehungswissenschaft, Jg. 11, H. 1, S. 125-143.

Rabenstein, Kerstin/Reh, Sabine/Ricken, Norbert/Idel, Till-Sebastian (2013): Ethnographie pädagogischer Differenzordnungen. Methodologische Probleme einer ethnographischen Erforschung der sozial selektiven Herstellung von Schulerfolg im Unterricht. In: Zeitschrift für Pädagogik, Jg. 59, H. 5, S. 668-690. (Online: URN: urn:nbn:de:0111-pedocs-119877).

last modified Oct 22, 2020