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590001 SE Current debates in education (2025W)
Current debates about class, gender and identitypolitics
Continuous assessment of course work
Labels
Details
max. 15 participants
Language: German, English
Lecturers
Classes (iCal) - next class is marked with N
The seminar will take place primarily as a block from February 9 to 11 as a joint winter school with the Faculty of Education of the Free University of Bozen-Bolzano/Bressanone.
- N Tuesday 14.10. 16:45 - 18:15 Seminarraum 5 Sensengasse 3a 1.OG
- Tuesday 28.10. 16:45 - 18:15 Seminarraum 5 Sensengasse 3a 1.OG
- Tuesday 11.11. 16:45 - 18:15 Seminarraum 5 Sensengasse 3a 1.OG
- Tuesday 16.12. 16:45 - 18:15 Seminarraum 5 Sensengasse 3a 1.OG
- Tuesday 13.01. 16:45 - 18:15 Seminarraum 5 Sensengasse 3a 1.OG
Information
Aims, contents and method of the course
The seminar aims to learn about and discuss current positions on the subject of class, gender, and identity politics and to be able to relate them to one's dissertation topic.The seminar will present, explore, and discuss current texts, research approaches, and controversies in class, gender, and identity politics. Students should be able to relate these to their dissertation topic.The seminar will take place primarily as a block from February 9 to 11 as a joint winter school with the Faculty of Education of the Free University of Bozen-Bolzano/Bressanone. This winter school, which traditionally alternates between Bressanone and Vienna, will take place in Vienna in 2026. Relevant experts can be invited to give keynote speeches in cooperation with the Academy of Fine Arts.In addition to the collective reading of selected current texts, keynote speeches from experts from the University of Vienna, the University of Bozen-Bolzano, and international experts will be invited, and their contributions will be discussed. A key component will be to provide sufficient space to relate the results to one's research work. Thematic groups will be formed for this purpose.
Assessment and permitted materials
Attendance and continuous participation are prerequisites for the assessment.
1. research diary
2. the pre-submission of the presentation
3. presentation, discussion, and reflection
1. research diary
2. the pre-submission of the presentation
3. presentation, discussion, and reflection
Minimum requirements and assessment criteria
from 50% 4
from 63% 3
from 75% 2
from 87% 1
from 63% 3
from 75% 2
from 87% 1
Examination topics
Texts and discussions of the seminary
Reading list
Education in times of war - Texts from. on_education, no. 15_december 2022: education in times of war
- Denise Bentrovato: wartime citizenship education, discourses of global norms and the contingency of rights in Sri Lanka.
- Toshiko Ito: history and myth in times of war: elementary school history textbooks in imperial Japan
- Joanna Wojdon: the war in Ukraine and history education of refugee pupils in Poland
- Eleni Christodoulou and Michalinos Zembylas: dismantling myths and teaching controversial issues in conflict-affected societies: insights from CyprusCivic education and education concerning the public. Texts from. on_education, no. 14_september 2022: education and the public sphere
- Julian Culp: four challenges to political autonomy education in contemporary public spheres
- Christian Grabau: Little Rock, Arkansas. Hannah Arendt, Ralph Ellison and Danielle Allen on education and the public sphere
- Steffen Wittig: assembly & public sphere
- Masamichi Ueno: redefining school education and the public sphere in the age of globalizationSegregation - Texts from. on_education no. 11_september 2021: segregation
- Adam Swift: segregation from a normative perspective
- Michael S. Merry: is faith in school integration bad faith?
- Isabel Ramos Lobato: from catchment areas to parental choice: education policy reforms and their effects on school segregation
- Juliane Karakayali: the continuity of adhocracy: formal practices of segregated schooling of immigrant students as a mirror for German migration politics
- Rita Nikolai and Marcel Helbig: private schools as drivers of social segregation: why private schools should be regulatedEducation in the Anthropocene - Texts from: on_education no. 04_april 2019: education in the anthropocene
- Randall Curren and Ellen Metzger: education in the anthropocene: a pragmatic approach
- Michael Bonnett: interpreting the idea of the anthropocene, and its relevance to education
- Kai Horsthemke: reply: anthropocentrism, education and the (post-)anthropocene
- Hanno Su and Shia Su: why solving intergenerational injustice through education does not work
- Kelly M. S. Swope: reply: education and politics: a reply to su and su
- Kai Niebert: effective sustainability education is political education
- Nicky van Dijk: reply: playing the long game: rethinking education for sustainability: a reply to su and su and niebert
- Daniela Töpfer: reply: transformation and participation a reply to niebert and van dijkIs time of criticism over? - Texts from. on_education. no. 09_december 2020: the fatigue of critique?
- Kai Wortmann: drawing distinctions: what is post-critical pedagogy?
- Naomi Hodgson: post-critique, politics, and the political in educational philosophy
- Iris Laner: caring critique. exploring pedagogical spheres between critical and post-critical approaches
- Hans Schildermans: adding interest to educational practices. propositions for a post-critical pedagogy
- Christoph Haker and Lukas Otterspeer: reply: against latour - on the questionable foundations of post-critical pedagogy
- Selma Haupt and Kai Wortmann: debating post-critical pedagogy: a conversation in lettersEducation and Capitalism - Texts from. on_education. no. 06_december 2019: exploring the relationship of money and education
- Nicole Klinkhammer and Felix Berth: the education promise and its disillusion: access barriers in early childhood institutions
- Natasha Ridge: strange bedfellows at the global education and skills forum: unions, politicians, multilaterals, and corporate philanthropy
- Maggie Berg and Barbara K. Seeber: money talks: the language of the corporate university
- Donald Gillies: learning to make money: 21st century eu education policy
- Thomas Ruoss: reply: the critical potential of learning about money: a response to donald gillies
- Denise Bentrovato: wartime citizenship education, discourses of global norms and the contingency of rights in Sri Lanka.
- Toshiko Ito: history and myth in times of war: elementary school history textbooks in imperial Japan
- Joanna Wojdon: the war in Ukraine and history education of refugee pupils in Poland
- Eleni Christodoulou and Michalinos Zembylas: dismantling myths and teaching controversial issues in conflict-affected societies: insights from CyprusCivic education and education concerning the public. Texts from. on_education, no. 14_september 2022: education and the public sphere
- Julian Culp: four challenges to political autonomy education in contemporary public spheres
- Christian Grabau: Little Rock, Arkansas. Hannah Arendt, Ralph Ellison and Danielle Allen on education and the public sphere
- Steffen Wittig: assembly & public sphere
- Masamichi Ueno: redefining school education and the public sphere in the age of globalizationSegregation - Texts from. on_education no. 11_september 2021: segregation
- Adam Swift: segregation from a normative perspective
- Michael S. Merry: is faith in school integration bad faith?
- Isabel Ramos Lobato: from catchment areas to parental choice: education policy reforms and their effects on school segregation
- Juliane Karakayali: the continuity of adhocracy: formal practices of segregated schooling of immigrant students as a mirror for German migration politics
- Rita Nikolai and Marcel Helbig: private schools as drivers of social segregation: why private schools should be regulatedEducation in the Anthropocene - Texts from: on_education no. 04_april 2019: education in the anthropocene
- Randall Curren and Ellen Metzger: education in the anthropocene: a pragmatic approach
- Michael Bonnett: interpreting the idea of the anthropocene, and its relevance to education
- Kai Horsthemke: reply: anthropocentrism, education and the (post-)anthropocene
- Hanno Su and Shia Su: why solving intergenerational injustice through education does not work
- Kelly M. S. Swope: reply: education and politics: a reply to su and su
- Kai Niebert: effective sustainability education is political education
- Nicky van Dijk: reply: playing the long game: rethinking education for sustainability: a reply to su and su and niebert
- Daniela Töpfer: reply: transformation and participation a reply to niebert and van dijkIs time of criticism over? - Texts from. on_education. no. 09_december 2020: the fatigue of critique?
- Kai Wortmann: drawing distinctions: what is post-critical pedagogy?
- Naomi Hodgson: post-critique, politics, and the political in educational philosophy
- Iris Laner: caring critique. exploring pedagogical spheres between critical and post-critical approaches
- Hans Schildermans: adding interest to educational practices. propositions for a post-critical pedagogy
- Christoph Haker and Lukas Otterspeer: reply: against latour - on the questionable foundations of post-critical pedagogy
- Selma Haupt and Kai Wortmann: debating post-critical pedagogy: a conversation in lettersEducation and Capitalism - Texts from. on_education. no. 06_december 2019: exploring the relationship of money and education
- Nicole Klinkhammer and Felix Berth: the education promise and its disillusion: access barriers in early childhood institutions
- Natasha Ridge: strange bedfellows at the global education and skills forum: unions, politicians, multilaterals, and corporate philanthropy
- Maggie Berg and Barbara K. Seeber: money talks: the language of the corporate university
- Donald Gillies: learning to make money: 21st century eu education policy
- Thomas Ruoss: reply: the critical potential of learning about money: a response to donald gillies
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Last modified: Fr 27.06.2025 00:02