490056 SE Seminar on Designing Inclusive Educational Processes (2025S)

Education as transformation can be understood as a process in which our relationship to ourselves, to others and to the world is fundamentally changed. Experiences that challenge us considerably - for example, transitions from education to work, encounters with other 'cultures', foreign life worlds and value horizons, confrontations with dilemmas or with failure - are not viewed from this perspective merely as problematic experiences to be evaluated negatively. Since such experiences question basic habits of thought and action and can thus expand the individual horizon of possibilities, they are also considered important occasions for particularly profound educational processes, which allow valuable insights into the basic structure of educational experience (Yacek, 2022).

The course deals with selected theoretical conceptions of 'transformation' in the educational discourse in the German-speaking and Anglo-American world, among others, it compares these in terms of basic consensus as well as divergences in theoretical conception and normative orientation, refers to the lived experience of the course participants and takes up the transformative discourse in order to verify the negativity of experience that arises in our encounters with difference and otherness as the beginnings of learning. The relevance of the 'transformative turn' in educational science is reflected in the context of habits of thought and action of (prospective) teachers that determine their handling of the irritations and tensions in "difficult" school teaching and learning situations, but also in relation to their own learning and educational processes along their professionalisation continuum.
On the basis of narrative data material generated according to the method of Researching Lived Experience for an Action sensitive Pedagogy (van Manen, 1990), selected topics will be elaborated, analyzed and discussed in a theory-based manner. The course consists of content-related inputs by the course instructors, self-reflection (narrative data material) and flipped classroom units.