Joana Reimer

Personality Development in Teacher Education: Professionalization of Teachers to Create Schools as Socially Safe Spaces

Joana Reimer conducts research on the professional personality development of teachers in the context of creating schools as emotionally safe learning environments. She particularly examines the effects of professional development and personal reflection on teachers' ability to create a socially safe space where students feel emotionally supported and accepted. The research approach aims to provide teachers with tools and training opportunities to create emotionally safe learning environments where students can address their individual needs and challenges. By integrating emotional intelligence, conflict resolution skills, and a holistic understanding of students' needs, the work contributes to the professionalization of teachers and supports them in establishing a school culture that promotes the emotional safety and well-being of all involved.

Malte Thiede

Masculinity and Behavioral Issues in Schools: Intersectional Perspectives on Gender-Related Subjectivation Processes of Students (in the Field of Emotional and Social Development)

In his dissertation, Malte Thiede investigates the specific connection between masculinity and behavioral issues in schools that identify as inclusive. By examining the discourses around behavioral issues ("Doing student") and masculinity and school ("Doing masculinity"), different ways of addressing students can be recognized (Budde, 2009). It appears that these addresses present diametrically opposed demands. Boys find themselves at the intersection of these (and other) discourses. This intersectional perspective (Crenshaw, 1989) reveals a more complex picture of paradoxical demands placed on boys in schools, making them appear as a particularly vulnerable group with significant risks of stigmatization and marginalization. Specifically, boys who cannot subtly fulfill masculinity requirements are threatened by individualized attributions, ableist competency regimes (Buchner & Lindmeier, 2019), pathologization, and ultimately school exclusion.

The work aims to show how boys—especially those with or at the boundary of an emotional and social development focus (FSP ESE)—cope with these addresses and experience the dilemmatic situation individually. Focusing on these processes allows for a deeper understanding of male behavioral issues in the school context, with the goal of re-establishing a dialogic capability between educators and young people (Baumann et al., 2021). To answer the research question, classroom observations followed by brief discussions will be analyzed using an address-analysis approach to subjectivation research. Such an investigation of the responsive recognition or misrecognition processes in handling school behavioral issues aims to make the perspectives of the affected children and adolescents audible.