Marketplace - COST CA18115 (TRIBES) & InZentIM Focal Meeting

The 'Marketplace' open forum took place on Friday, February 19, during different time slots. Researchers and practitioners presented contributions related to the thematic focus of the meeting. A special focus lied on offering insights into students’ experiences.

Participants could choose freely which sessions to attend.

For an overview please see our meeting programme.

The presentations for each marketplace contribution (if available) can be accessed below by clicking on the contribution title.

Conference Contact

 tribes-inzentim2021@uni-due.de

The Literature Opera Cologne

Some Insights Into the Work of a Theatre Training Project to Further Integration and to Counteract Bullying

Andreas Durban, HfMT Cologne, Germany
Udo Käser, University of Bonn, Germany
 

 Abstract

The literature opera Cologne is a theatre training project, in which pupils from high-risk schools are brought into contact with theatre and opera. Concepts, that were developed by students during their course of studies at university, are continued together with pupils and staged. They are accompanied psychologically and through theatre pedagogical measures.

The participants experience new impulses through their involvement with the literary work to further cultural education, self-efficacy, intrinsic motivation, and personal development on an individual level as well as to promote integration and counteract exclusion on a school level.

Exemplary, excerpts of the pedagogical work with “Törless”, “Golem”, “Poor and Rich”, and “Love” are presented. These examples realized the common goal from different perspectives: bullying, religious tolerance, and social disparities. The participating children will speak about their experiences and extracts from the performances will be shown.

Poster Session:
Cultural Diversity and Social Relationships in Schools

(1) Cultural Diversity and its Impact on Social Problems in Classroom

Ramona Obermeier, Katharina Fuchs, Simon Meyer, Shirin Saparova, Veronika Lutz & Michaela Gläser-Zikuda (FAU Erlangen-Nuremberg, Germany)

Abstract

Students with a migration background are more at risk to have higher social problems in school - especially in classrooms with lower cultural diversity. The present study aims at describing differences in social problems between students with and without a migration background under consideration of cultural diversity in classroom. Multilevel-analyses and t-Tests based on a sample of N = 994 students show higher social problems in classrooms with a higher diversity but also lower social problems of the sub-group of students with a migration background in these classrooms.

 
(2) Bullying and Peer Problems in Young People With and Without Migration Background

Stefanie Kux, University of Duisburg-Essen, Germany

Abstract

In a 2019 newspaper article, a mother describes her son‘s schooling in drastic terms. He was repeatedly subjected to physical and verbal attacks by his classmates and called "gay." Because he did not actively practice his Muslim faith, he was also attacked by his Muslim classmates. According to the mother, the school said there would be no such incidents there and that the son was over-anxious and should change his behaviour (Tagesspiegel, 2019). This example describes a phenomenon called bullying. This covers the entire society and thus also the school sector (Gollnick, 2016). It shows that students with and without a migrant background can be perpetrators and victims. The example also hints at certain behaviors but does not make it clear whether they are also related to the migration background (Kux, 2019; Tagesspiegel, 2019). Its origins were scientific bullying research in Scandinavia in the 1970s. There Olweus conducted the first study on this topic (Melzer, Schubarth & Ehinger, 2004). In Germany, research into violence and bullying related to
the school sector was only intensified in the 1990s. On this basis, a detailed picture of the general school situation can be drawn (Schubarth, 2013). Pupils with a migrant background appear as perpetrators and victims during bullying. These findings are based on studies from the English- and Dutch-speaking language area. For the German-speaking language area, there is hardly any knowledge of this (Strohmeier, Atria & Spiel, 2005; Strohmeier, 2017). In my master's thesis, I didfurther research on this. This showed that students with a migrant background are more likely to become the perpetrators of bullying and also have peer problems more often. For other areas studied, such as victimisation and social phobia, no significance could be found. Some aspects can be listed as an explanation, but they require further scientific research. That is why I would like to do a doctoral thesis on this.

 
(3) Infrahumanization and Affective Prejudice as Drivers of Teacher Discrimination Against Roma Students

Francesca Ialuna, Sauro Civitillo, Dwayne Lieck, Philipp Jugert (University of Duisburg-Essen, Germany)

Abstract

The presentation is based on an experimental study with pre-service teachers. We explored to what extent teachers discriminate against Roma students (i.e. by placing into lower educational tracks self-identified Roma pupils more than self-identified Turkish and German pupils), focusing on infrahumanization (i.e. attributing more secondary emotions to the ingroup than to outgroups) and affective prejudice as psychological drivers of teacher discrimination.

Fear and Hope in Students’ Paintings

What the Pictures of the International Civic and Citizenship Education Study 2016 Tell Us

Sieglinde Jornitz, Leibniz-Institute for Research and Information in Education, Germany
 

Abstract

This workshop is open to everyone interested in analyzing paintings as documents of children’s perspective.

Within the International Civic and Citizenship Education Study (ICCS) in 2016, 14 year olds resp. students in grade 8 were asked to paint their prospect of the school of the future in 2050. For Germany we have the paintings of the 1,451 assessed students. These pictures show how hopeful and fearful 14 year olds think of future developments. Some of them design a school that is friendly to their students, some of them depict a school that goes up in flames. We might take some of the aesthetical expressions as hints for experienced injuries.

Within the workshop we will talk about the method of analyzing pictures and discuss the problem of taking such documents as aesthetical expressions or as psychological expressions of an inner mood. We will think about the stimulus itself within an international study. And we will - as the centre of the workshop – look at how the German students of ICCS 2016 conceptualized the school of the future.

Us Against Cyberbullying: Fighting the Problem from a Teenager's Perspective

Lukas Pohland, Cybermobbing-Hilfe e.V., Germany
Julius de Gruyter, exclamo, Germany

(4:00 - 5:00 p.m.)

Abstract

Lukas Pohland is a pupil from Germany who is involved in a variety of ways in the field of cyberbullying aid. The reason for his commitment was his personal experiences: at the age of twelve, Lukas himself was affected by cyberbullying after helping a classmate who was bullied on the Internet. He reports on his practical work.

Julius de Gruyter is 19 years old and co-founder of the anti-bullying app exclamo, which he founded while at school, and the psycho-social counseling platform krisenchat.de. The topic of mental health of children and young people is very close to his heart, and he would like to see a more open approach to mental health problems in society. In his presentation, he will talk about bullying in the digital age and show ways for children and young people to get help.

A Case Study of a Child Friendly Middle School, Malta

Carmel Cefai, University of Malta, Malta

(5:00 - 5:30 p.m.)

Abstract

San Gorg Preca College Middle School in Malta caters for 11 to 13 year old students, with most students coming from a low socio-economic background. One of the objectives of the school is to engage the students as much as possible in their own learning.In this presentation, Daniela Dimech who forms part of the school's pastoral care team, talks about projects that the school has recently carried out to reach and support the students in a safe and welcoming environment.