SEBI-Project (BMBF)
SEBI: Self-orientation and Independent Learning: An Analysis of Socialisation- and Learning Environments of Primary School Students
Lead: Prof Dr Bühler-Niederberger, Prof Dr Cornelia Gräsel, Dr Alexandra König
Contributors: Miriam Böttner (M.A.), Aytüre Türkyilmaz (1. state examination)
Duration: 2011-2014
Third-party donor: BMBF
Project description:
We want to investigate, from the actor's perspective, how the self-orientation and independent learning of primary school students are being formed by socialisation- and learning environments, how these parts of the self are being activated and processed in interaction with socialisation- and learning environments and the effects on the educational success and aspirations. The project centers the children's handling of multiple patterns of socialisation in families and institutions as achievements of the "self". Two theoretical concepts of the self are being used: an educational-psychological concept of "independent learning" and a sociological concept of "self-orientation". Familial and institutional influences on parts of the self, supporting or hindering education, are being grasped using a typology of different socialisation practices. Using these theoretical structures, we are working on getting access to the questions of inequalities in educational participation and unequal conditions of socialisation. The access focuses the actor's achievements under the influence of multiple influences.
Methodical approach: The approach is multi-methodical. The quantitative longitudinal section is designed as an intervention design; we look at the influence of the participation in courses of the Junior University on self-orientation and independent learning. The connected qualitative approach includes observation of courses, group discussions and portraits of children (participatory research, visits at home, questioning the parents, recording familial interaction).
Publications:
Bühler-Niederberger, D., Türkyilmaz, A. (2017): „Erben oder (Inter-) Akteure? – Entwürfe von Kindern in der Erforschung sozialer Ungleichheit“. In: Diehm, I; Kuhn, M.; Machold, C. (Ed.), Differenz - Ungleichheit - Erziehungswissenschaft. Verhältnisbestimmungen im (Inter-) Disziplinären. Wiesbaden: Springer VS: 199-218.
Bühler-Niederberger, D., Gräsel, C., Morgenroth, S. (2015): Sozialisation 'upside down'. Wenn das Kind als Akteur die Sozialisationsperspektive erobert. In: ZSE, Jg. 35, H 2: 119-138.
König, A., Böttner, M. (2015) „Doing pupil“ nach Schulschluss – Videografie an einer Kinderuniversität. In: Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 16(2), Art. 6.
Bühler-Niederberger, D., Türkyilmaz, A. (2014): Sozialisation als generationales Ordnen. ZSE, 34: 339-354.
Bühler-Niederberger, D. (2013): Familie und Kindheit aus soziologischer Sicht. Zwischen Individualisierung und Statusplatzierung. In: Förster, Ch.; Höhn, K.; Schreiner, S. A. (Ed.), Kindheitsbilder - Familienrealitäten. Freiburg, Basel, Wien: Herder: V83-90.
Lectures:
Türkyilmaz, A., Böttner, M., Morgenroth, S., Bühler-Niederberger, D., Gräsel, C., 2014: New Approaches to Inequality Patterns in Education Science and Childhood Sociology. Presenation at the XVIII World Congress of Sociology, Yokohama, „Facing an unequal world. Challenges of a global sociology“.
Böttner, M. & Türkyilmaz, A., 2013: Different Dimensions of the ‚SELF‘- An Interdisciplinary Approach to the Analysis of Inequalities in Education. Presentation at the ESA 11th Conference: Crisis, Critique and Change. Università degli Studi di Torino.
Türkyilmaz, A., Böttner, M., Morgenroth S., 2013: Verschiedene Dimensionen des ‚SELBST‘ – Ein interdisziplinärer Zugang für die Analyse ungleicher Bildungschancen. Presentation at the 1st meeting of the Gesellschaft für Empirische Bildungsforschung (GEBF): „Bildungsverläufe über die Lebensspanne“. Christian-Albrechts-Universität, Kiel.
Morgenroth, S. & Türkyilmaz, A. 2012: Die Entwicklung von Grundschulkindern. Erste Ergebnisse der quantitativen Befragung. Presentation: Symposium – Projekt SEBI. Bergische Universität Wuppertal.
Morgenroth, S., Böttner, M., Türkyilmaz, A., 2012: Die Entwicklung des Selbst in unterschiedlichen Lernumgebungen. Erste Ergebnisse der quantitativen Befragung. Presentation at the 21st annual meeting of the DGFE Kommission „Grundschulforschung und Pädagogik in der Primarstufe“: „Individuelle Förderung und Lernen in der Gemeinschaft“. Friedrich-Alexander-Universität, Erlangen-Nürnberg.