Universität Wien

190094 SE Anthropology and Education (2021W)

Images, objects and spaces: Histories of Education and Visual, Material and Spatial Studies

5.00 ECTS (2.00 SWS), SPL 19 - Bildungswissenschaft
Continuous assessment of course work
ON-SITE
Moodle

Registration/Deregistration

Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).

Details

max. 25 participants
Language: German, English

Lecturers

Classes (iCal) - next class is marked with N

  • Friday 19.11. 13:15 - 18:15 Seminarraum 1 Sensengasse 3a 1.OG
  • Saturday 20.11. 09:00 - 14:45 Seminarraum 1 Sensengasse 3a 1.OG
  • Friday 21.01. 13:15 - 18:15 Digital
    Seminarraum 1 Sensengasse 3a 1.OG
  • Saturday 22.01. 09:00 - 14:45 Digital
    Seminarraum 1 Sensengasse 3a 1.OG

Information

Aims, contents and method of the course

What happens if we go beyond the spoken, by using visual, material objects and spatial organizations and design as sources to get a better understanding of educational praxis and thought in the past and the present? Or in other words, can we gain deeper or even new insights into educational practices and thinking if we choose a more interdisciplinary approach (including Visual, Material, Spatial Studies and Histories of Education)? (e.g. What can we learn from looking at an old school image or a school desk?) During four thematic block courses, the students will be introduced into among other things the Visual, Material, Spatial Turn within the Social Sciences and the reciprocal influence of human and non-human actors on each other (Actor-Network-Theory (ANT)). The starting point for the different courses, are the presentation and exploration of specific casestudies dealing with, for instance, (1) educational reform and school design, (2) classroom biographies; (3) school furniture design and use, (4) symbolic/iconografic school representations and the making of a myth.

Assessment and permitted materials

Active participation during the courses as well as keeping a personal logbook is part of the assessment. If those conditions are fullfilled, the students can hand in their scientific Essay (circa 5 Seiten). This Essay will be evaluated on the following criteria: quality of the analysis, interpretation and scientific argumentation; writing style and coherency; correct and coherent way of citation and paraphrasing. Um das Seminar zu bestehen, müssen 55% der maximal 20 Punkte erzielt werden. To pass the seminar, 55% of the maximum 20 points must be achieved.

Minimum requirements and assessment criteria

The well prepared and active participation is a part of the assessment. The students keep track of the work they have done for this course by means of a logbook (e.g. containing smaller preparatory tasks, marked texts, notes made during the courses, texts collected for their scientific essay, notes made during the individual coaching moments). In the end, the students have to hand in short ‘scientific essay’ on a topic they have chosen.

Examination topics

Alle in der Lehrveranstaltung durchgenommenen Inhalte, insbesondere auch die fachlichen und fachdidaktischen Inhalte und Überlegungen der eigenen und der im Seminar präsentierten Planungen. Unterstützendes Lernmaterial befindet sich auf Moodle.

Reading list

Depaepe, M., Simon, F., Herman, F., & Van Gorp, A. (2012). Brodskys hygienische Klappschulbank: Zu leicht für die schulische Mentalität? Zeitschrift für Pädagogik, 58, 5065.

Herman, F. (2019). Iconography and materiality. In T. Fitzgerald (Ed.), International Handbook of Historical Studies in Education: Debates, tensions and directions. Singapore: Springer. https://doi.org/10.1007/978-981-10-0942-6_21-1.

Herman, F., & Tondeur, J. (2021 in press). Untangling the sociomateriality of the classroom: Biographies of school spaces (c. 19602014). Oxford Review of Education, DOI: 10.1080/03054985.2021.1924654.

Herman, F., Van Gorp, A., Simon, F., Vanobbergen, B., & Depaepe, M. (2011a). Modern architecture meets new education. Renaat Braem’s design and the Brussels Decrolyschool (1946). Belgisch Tijdschrift voor Nieuwste Geschiedenis/Journal of Belgian History, XLI(1-2), 135166.

Herman, F., Van Gorp, A., Simon, F., & Depaepe, M. (2011b). The school desk: From concept to object. History of Education, 40(1), 97117. doi: 10.1080/0046760X.2010.508599

Herman, F., Van Gorp, A., Simon, F., & Depaepe, M. (2011c). Auf den Spuren von Diskurs, Traum und Wirklichkeit der Architektonischen Formgebung in Decroly’s Ermitage. Zeitschrift für Pädagogik, 57(6), 928951.

Herman, F., Van Gorp, A., Simon, F., & Depaepe, M. (2011d). The organic growth of the Decroly School in Brussels: from villa to school, from living room to classroom. In S. Braster, I. Grosvenor & M. del Mar del Pozo Andres (Eds.), The Black Box of Schooling: A Cultural History of the Classroom (pp. 241259). Brussels: Peter Lang.

Latour, B. (2005). Reassembling the social: An introduction to Actor-Network-Theory. Oxford: Oxford University Press.

Thyssen, G., & Herman, F. (2019). Re-turning matters of body_mind: articulations of ill-/health and energy/fatigue gathered through vocational and health education. History of Education, 48(4), 496-515. doi: 10.1080/0046760x.2019.1576233.

Tondeur, J., Herman, F., De Buck, M., & Triquet, K. (2017). Unraveling entangled spaces and practices: Teacher's views on the evolving material classroom (c.1960-2015). European Journal of Education, 52, 280294.

Association in the course directory

WM-M11

Last modified: Fr 12.05.2023 00:18