Merle Hummrich

Optimierung und Anerkennung der Anderen in Schulkulturen

Shortlink: https://www.waxmann.com/artikelART104721

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Abstract

‘Defacement’ refers to the (violent) direction of surfaces and was the subject of a critical examination of racist police violence by New York artists in the 1980s. It is taken as the starting point of this contribution, because in it I clearly show the three dimensions that theoretically come into view: optimization, subject formation, and recognition. Against the background of these concepts, this article asks how they are inscribed in schools and how differentiations are thereby produced. The starting point is a double ambivalence of recognition in the field of disregard, recognition, and subjectivization. They provide a space of possibility in which school cultures unfold their optimization strategies, but in which subjectivizations are also hinted at – for example, through differentiation strategies such as institutional racism. Against this background, two school culture designs are unfolded on the basis of interviews with school principals. One school is a reform pedagogical private school that belongs to the elitist educational segment, the other school is a secondary school located in a marginalized part of the city. Finally, again against the backdrop of ‘defacement’, we ask about the structural features that unfold in confrontation with recognition and optimization.

APA citation
Hummrich M. (2021). Optimierung und Anerkennung der Anderen in Schulkulturen. Tertium Comparationis, 27(1), 65-83. https://www.waxmann.com/artikelART104721