Ausgabe 1/2010, 16. Jahrgang
Was ist eigentlich ein Kontext? Theoretische Überlegungen und empirische Annäherungen an die Frage der Kontextualisierung von Schule in Lateinamerika
International discussions on school development tend to ascribe different types of educational short-comings to a lack of adaptation to specific contexts. It is, however, quite unclear what contextualisation may imply. As a first step in the search for context definitions and contextual needs, this article offers different approaches: historical, theoretical and empirical perspectives are taken. With a special focus on Peru, document analysis shows the actual use of the word ‘contextual’ in reformatory approaches of Peruvian NGOs. Moreover, results of a current empirical study are presented to show how adults in a Peruvian suburb define their own contextual necessities and thus fundamentally question existing concepts, particularly concerning their unilinearity. A final discussion of the possibilities of wider concepts and their reception in research and school development may help to refocus international approaches.