Engel J, Göhlich M, Möller E (2019)
Publication Type: Journal article
Publication year: 2019
Book Volume: 13
Pages Range: 40-53
Journal Issue: 1
DOI: 10.1080/15595692.2018.1490717
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.
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.
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