250789 Inclusion and diversity in educational institutions (WS) (WiSe 2011/2012)

Aims and methodology
The course aims at bringing current issues in education into discussion from the perspective of increasing cultural heterogeneity on one hand, and the growing societal demands on inclusion and integration on the other. The role of educational institutions in the social inclusion mediation and normalization of the society is stressed. The main question addressed is how individual well-being (schoolchildren, students, teachers (including teaching academics)) is affected by the structural change of educational institutions. The individual career in terms of available opportunities will be explored in the context of the life-long learning paradigm and from the perspective of goal of contemporary education.
During the course cultural heterogeneity as the coexistence of various individual and organizational normative perspectives will be discussed from different angles such as inclusion and integration in education, educational planning and policy. Various levels will be considered: growing complexity in secondary, upper secondary and higher education planning and policy in the situation of differentiation in terms of students, curricula, organizational forms.

Course Content
• Developmental paradigm as perspective on social inclusion. Capability approach and policy-making
• School education and well-being of students from immigrant background
• Concept of agency, group capabilities and operationalisation of the CA for the analysis of well-being of students from immigrant background in German schools
• Social demands on inclusion and the postmodern university mission
• Social inclusion mechanisms and professional well-being: the case of teaching academics in the German university

Literaturangaben

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- Boman, Ylva, and Bernt Gustavsson, and Martha Nussbaum. 2002. "A discussion with Martha Nussbaum on "Education for Citizenship in an Era of Global Connection"". Studies in Philosophy and Education. 21. p. 305-311.
- Enders, J. and M. Kaulisch (2005). Careers in overlapping institutional contexts: The case of academe, in: Career Development International, 10, 2, pp. 130-144.
- Johnson S. (2009) Polanyi and the instituted processes of markets: introducing a wellbeing perspective. Wellbeing in Development Countries Working Paper No 09/51.
- Korsgaard, C., M. (2009). Equality of What? On Welfare, Goods and Capabilities. Amartya Sen: Capability and Well-Being.
- Robeyns, Ingrid. 2005. "Three models of education: rights, capabilities and human capital". Theory and Research in Education. 4. 1. p. 69-84.
- Schapiro, Kristina. A. 2009. "Migration and Educational Outcomes of Children". United Nations Development Programme, Human Development Reports Research Paper 2009/57. p. 1-75.
- Schimank U. (2005) Gerechtigkeitslücken und Inklusionsdynamiken. In: Michael Corsten/Hartmut Rosa/Ralph Schrader (Hrsg.), Die Gerechtigkeit der Gesellschaft. Wiesbaden: VS, 309-343.
- Walker, Melanie, and Elaine Unterhalter. Eds. 2006. Amartya Sen's Capability Approach and Social Justice to Education. : Palgrave.
- Wiebke Esdar W., Gorges J., Kloke K., Krücken G., Wild E. Lehre unter den Forschungshut bringen… – Empirische Befunde zu multipler Zielverfolgung und Zielkonflikten aus Sicht von Hochschulleitungen und Nachwuchswissenschaftler(inne)n. In.: CHE Arbeitspapier Nr. 148: 2011.