(Un)Doing School in der Konfirmandenarbeit
The reform process changing "confirmation instruction" to "confirmation work" has been characterized as a process of undoing school . At the same time, confirmation work adheres to a teaching intention - and therefore to doing school . So how do practices of undoing school and do...
| Subtitles: | "Themenheft: Künstliche Intelligenz und Transhumanismus" Doing School in der Konfirmandenarbeit Undoing School in der Konfirmandenarbeit |
|---|---|
| Main Author: | |
| Format: | Electronic Article |
| Language: | German |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
|
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
de Gruyter
2023
|
| In: |
Zeitschrift für Pädagogik und Theologie
Year: 2023, Volume: 75, Issue: 2, Pages: 212-222 |
| Standardized Subjects / Keyword chains: | B
Confirmation ministry
/ Confirmation lessons
/ Religious pedagogy
|
| IxTheo Classification: | RF Christian education; catechetics |
| Further subjects: | B
confirmation teaching
B Praxistheorie B confirmation work B Confirmation ministry B Practice Theory B Formalization B doing school B Confirmation lessons |
| Online Access: |
Volltext (lizenzpflichtig) Volltext (lizenzpflichtig) |
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| 520 | |a The reform process changing "confirmation instruction" to "confirmation work" has been characterized as a process of undoing school . At the same time, confirmation work adheres to a teaching intention - and therefore to doing school . So how do practices of undoing school and doing school manifest themselves? The article explores this question in terms of differential theory and addressing analysis on the basis of videotaped units from confirmation work and discussions with pastors. As a result, practices of (un)doing school show tendencies of formalization, imitation, and distancing as well as informalization and closure. In view of the weaker institutional framing, teaching parts of confirmation work are particularly dependent on practices of doing school and at the same time exposed to the pressure of expectations of an undoing school . | ||
| 520 | |a Der Reformprozess vom Konfirmandenunterricht zur Konfirmandenarbeit wird als ein Prozess des undoing school charakterisiert. Gleichzeitig hält Konfirmandenarbeit an einer unterrichtlichen Vermittlungsabsicht fest. Wie also zeigen sich im praktischen Vollzug Praktiken des undoing school und des doing school? Dieser Frage geht der Beitrag differenztheoretisch und adressierungsanalytisch anhand von videographierten Einheiten aus der Konfirmandenarbeit und Gesprächen mit Pfarrer:innen nach. Im Ergebnis weist das (un)doing school Tendenzen der Formalisierung, der Imitation und Distanzierung sowie der Informalisierung und Schließung auf. Unterrichtliche Anteile der Konfirmandenarbeit sind angesichts der schwächeren institutionellen Rahmung in besonderem Maß auf Praktiken des doing school angewiesen und gleichzeitig dem Erwartungsdruck eines undoing school ausgesetzt. | ||
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