Third Party Funds Group - Sub project
Acronym: DiäS-KuBi
Start date : 01.06.2023
End date : 31.12.2025
In two divisions of the sub-project, modules for teacher training are being developed that critically address the often individualistically reduced and media-theoretically rather implausible concept of "digital sovereignty" and constructively advance it within the framework of two sustainability-oriented educational theoretical concepts. One is the perspective of post-digital cultural resilience, which can be described as a sustainability-related and culture-sensitive collective transformative learning process, and the other is the perspective of Global Digital Citizenship. Both approaches research digital transformation from a glocal or planetary-terrestrial perspective, thus in the intersection of material and spatial (e.g., migratory) focuses. The insights gained are implemented in module concepts for digital teacher professionalization within the framework of a participatory, practice-sensitive research and evaluation design, which particularly emphasizes the possibilities of cultural education in formal-non-formal cooperation formats (such as in the context of all-day schooling).
The goal of the sub-project (TP) is the conception, evaluation, and implementation of ways to connect in-school and out-of-school learning and teaching processes, including with extracurricular partners. The Nuremberg Academy for Digital Culture and Performative Education, affiliated with the applying chair, is a Third Mission-oriented training and further education hub that has been bringing together research and practice in cultural education since 2009 – with a special focus on teacher education in the first and third phases – with the non-formal educational landscape of the metropolitan region. Closely connected to the chair's research, digitalization and digital culture have been central innovation themes for many years (https://www.ast.phil.fau.de/). Building on the expertise and networking of the Nuremberg Academy of the UNESCO Chair, the sub-project develops models for connecting in-school and out-of-school teaching and learning processes. In addition to close networking with the subject-didactic sub-projects, their results, and perspectives, it incorporates survey data, evaluations, and results from its own research projects, focusing on a) professional conditions of digital transformation in cultural education (Jörissen et al., 2022; Jörissen, Unterberg, et al., 2022), b) the digital transformation of school learning (Engel & Jörissen, 2022), c) the networking of regional education partners (Flasche & Jörissen, 2022), and d) the transformation of creative practice in youth culture (Flasche & Jörissen, 2022; Jörissen et al., 2020; Jörissen et al., 2022) (AP 1-5). Questions of ethics and validity of the developed digital tools and designs will also be of particular importance (cf. Donner & Jörissen, 2022). In the first half-year, a) stakeholder workshops (formal/non-formal) as a survey format and b) secondary analyses of project data with the goal of analyzing conditions for success are the focus (AP 1-2). In the third half-year, model formation takes place (AP 3-4), in the fourth half-year, practical testing and evaluation in schools (AP 4-5); the fifth half-year is dedicated to the evaluation, documentation, and dissemination of the developed models (AP 5-7).