Rabenstein, Kerstin

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[["dc.bibliographiccitation.firstpage","151"],["dc.bibliographiccitation.lastpage","157"],["dc.contributor.author","Kolbe, Fritz-Ulrich"],["dc.contributor.author","Reh, Sabine"],["dc.contributor.author","Idel, Till-Sebastian"],["dc.contributor.author","Fritzsche, Bettina"],["dc.contributor.author","Rabenstein, Kerstin"],["dc.contributor.editor","Kolbe, Fritz-Ulrich"],["dc.contributor.editor","Reh, Sabine"],["dc.contributor.editor","Idel, Till-Sebastian"],["dc.contributor.editor","Fritzsche, Bettina"],["dc.contributor.editor","Rabenstein, Kerstin"],["dc.date.accessioned","2022-01-24T09:19:47Z"],["dc.date.available","2022-01-24T09:19:47Z"],["dc.date.issued","2009"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/98544"],["dc.publisher","VS-Verlag"],["dc.publisher.place","Wiesbaden"],["dc.relation.ispartof","Ganztagsschule als symbolische Konstruktion. Fallanalysen zu Legitimationsdiskursen in schultheoretischer Perspektive"],["dc.title","Grenzverschiebungen des Schulischen im Ganztag – Einleitung zur schultheoretischen Diskussion"],["dc.type","book_chapter"],["dc.type.internalPublication","no"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","83"],["dc.bibliographiccitation.issue","1"],["dc.bibliographiccitation.journal","Social and Cultural Geography"],["dc.bibliographiccitation.lastpage","98"],["dc.bibliographiccitation.volume","12"],["dc.contributor.author","Reh, Sabine"],["dc.contributor.author","Rabenstein, Kerstin"],["dc.contributor.author","Fritzsche, Bettina"],["dc.date.accessioned","2022-01-19T15:40:40Z"],["dc.date.available","2022-01-19T15:40:40Z"],["dc.date.issued","2011"],["dc.description.abstract","In this paper we examine the connection between space, power and pedagogical practice, taking as an example the learning studio of an all-day primary school in Berlin. In recent years, it has become part of German educational policy to promote and support the transition from traditional half-day schools to all-day schools. The all-day model is expected to offset social and educational deficits affecting schools through an individualisation of learning, a process in which educational activities are tailored to the individual and his/her needs in line with progressive educational programmes. In the course of their transitions to the all-day model, many schools have made building alterations and extensions to create new ‘opened’ spaces, similar to the open classroom—a large, open-plan educational space. While the opening up of educational spaces serves as a metaphor for the freedom of individual choice in terms of what, when and how learning happens, based on the pedagogical practices we observed in our sample learning studio, the production of new inequalities problematise this metaphor. Our description of pedagogical practices in the learning studio is preceded by the presentation of our theoretical framework, oriented on Theodore Schatzki's concept of social order and the video-based method, known as focused camera ethnography."],["dc.description.abstract","Dans cet article, nous examinons la connexion entre l'espace, le pouvoir, et la pratique pédagogique, en utilisant comme exemple le studio d'apprentissage d'une école primaire durant toute la journée à Berlin. Ces dernières années, il est devenu un part de politique éducative allemand de promouvoir et de soutenir la transition des écoles traditionnelles durant une demi-journée aux écoles durant toute la journée. On espère que le modèle de toute la journée va compenser les déficits sociaux et éducatifs concernant des écoles vers une individualisation d'apprentissage, un processus dans lequel des activités éducatives sont adaptées à l'individu et à ses besoins en accord avec des programmes progressifs éducatifs. Au cours de leurs transitions au modèle de toute la journée, plusieurs écoles ont fait des altérations et extensions des bâtiments pour créer des nouveaux espaces ‘ouverts’, similaires aux salles de cours dégagées—un grand espace éducatif décloisonné. Bien que l'ouverture des espaces éducatifs serve comme une métaphore pour la liberté du choix individuel en matière de quoi, quand et comment l'apprentissage se produit, basé sur les pratiques pédagogiques que nous avons observées dans notre échantillon de studio d'apprentissage, la production des inégalités nouvelles problématise cette métaphore. Notre description des pratiques pédagogiques dans ce studio d'apprentissage est précédée par une présentation de notre cadre théorique, orientée sur le concept de Theodore Schatzkis de l'ordre social et la méthode basée sur vidéo, connue comme l'ethnographie de l'appareil photo focalisé."],["dc.description.abstract","En este articulo examinamos la conexión entre espacio, poder y práctica pedagógica, utilizando el ejemplo de un estudio de aprendizaje en una escuela primaria de Berlín. En los últimos años, la política educativa Alemana ha promovido una transición de escuelas tradicionales de medio día a escuelas de día completo. Se espera que el modelo de día completo se compensare los déficits sociales y educativos que han afectado las escuelas por la individualización de aprendizaje, un proceso en que las actividades educativas están adaptados al individuo y sus necesidades. En la transición al modelo de día completo, muchas escuelas han alterado los edificios para construir nuevos espacios ‘abiertos’, aparecidos a la aula abierta—un amplio espacio educativo. Aunque la abertura de los espacios educativos se funciona como metáfora para la independencia de elección individual con respeto de cómo, qué, y cuándo el aprendizaje ocurre, las prácticas pedagógicas que observemos en nuestro estudio de aprendizaje se muestra que la producción de nuevas desigualdades se problematiza esta metáfora. Nuestro descripción de prácticas pedagógicas en el estudio de aprendizaje está precedido por nuestro esquema teorético, orientado en el concepto de orden social de Theodore Schatzki y el método de video, conocido como etnografía de la camera enfocada."],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/98489"],["dc.language.iso","en"],["dc.relation.eissn","1470-1197"],["dc.title","Learning spaces without boundaries? Territories, power and how schools regulate learning"],["dc.type","journal_article"],["dc.type.internalPublication","unknown"],["dc.type.subtype","original_ja"],["dspace.entity.type","Publication"]]

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