Interaction, subalternity, and marginalisation: An empirical study on glocalised realities in the classroom

Journal article


Publication Details

Author(s): Engel J, Göhlich M, Möller E
Journal: Diaspora, Indigenous, and Minority Education
Publication year: 2019
Volume: 13
Journal issue: 1
Pages range: 40-53
ISSN: 1559-5692


Abstract

Using empirical examples from our research project “Glocalised Living Environments” (funded by the German Research Foundation, DFG), this contribution emphasises the difference between acting in an ethical-rational and in an ethical-performative way. Videos from schools in Southern Germany allow us to elaborate cultural identity and its genesis in practices of marginalisation and minorization in the classroom. In the 21st century, the worlds we live in are no longer bound to homogeneous conceptions of sense, meaning, and interpretations within a common normative sphere. They are scattered, linked across the globe, and dis-located in reality and virtuality. In short, the world and our worlds are genuinely multilocal and “glocalised.” The formation of cultural identities within this setting is of particular educational interest, as it demonstrates that differences in power, empowerment attempts, isolation, and exclusion happen on a basic level, even where cooperation has been assumed and global equity has been foregrounded.


FAU Authors / FAU Editors

Engel, Juliane Dr.
Lehrstuhl für Pädagogik mit dem Schwerpunkt Kultur und ästhetische Bildung
Göhlich, Michael Prof. Dr.
Lehrstuhl für Pädagogik mit dem Schwerpunkt Organisationspädagogik
Möller, Elke
Lehrstuhl für Pädagogik mit dem Schwerpunkt Kultur und ästhetische Bildung


How to cite

APA:
Engel, J., Göhlich, M., & Möller, E. (2019). Interaction, subalternity, and marginalisation: An empirical study on glocalised realities in the classroom. Diaspora, Indigenous, and Minority Education, 13(1), 40-53. https://dx.doi.org/10.1080/15595692.2018.1490717

MLA:
Engel, Juliane, Michael Göhlich, and Elke Möller. "Interaction, subalternity, and marginalisation: An empirical study on glocalised realities in the classroom." Diaspora, Indigenous, and Minority Education 13.1 (2019): 40-53.

BibTeX: 

Last updated on 2019-14-08 at 07:56