Inclusive Citizenship in erziehungswissenschaftlichen Diskursen
Carsten Schröder
Diese Publikation zitieren
Carsten Schröder, Inclusive Citizenship in erziehungswissenschaftlichen Diskursen (2018), Beltz Juventa, 69469 Weinheim, ISSN: 1866-9344, 2018 #04, S.385
15
Accesses
Accesses
Beschreibung / Abstract
Zusammenfassung: Dieser Beitrag fragt grundlegend danach, inwiefern der konzeptionelle Rahmen von ´inclusive Citizenship´ programmatisch im Setting ´Schule´ verortet werden kann. Vor diesem Hintergrund wird die begriffliche Semantik von Citizenship aufgegriffen und erläutert, um in Anschluss daran zu klären, welche Bedeutung dieser konzeptionelle Rahmen für das Handlungsfeld Schule hat. In diesem Zusammenhang wird das Verhältnis von Demokratie, Bildung und Erziehung diskutiert und darin die Frage eingelassen, welche professionellen Möglichkeitsräume sich für das Handeln von Lehrkräften in der Schule für politische Bildung von jungen Menschen eröffnen. In dem abschließenden Teil wird expli-zit Bezug genommen auf Überlegungen, wie eine professionelle Perspektive auf politische Bildungsprozesse von jungen Menschen mit Behinderungen eingenommen werden kann.
Schlüsselwörter: Citizenship, Inklusion, Exklusion, Demokratie, Bildung, Schule
Abstract: This article asks to what extent the conceptual framework of "inclusive citizen-ship" can be located programmatically in the setting ´school´. Against this background, the conceptual semantics of citizenship are taken up and explained in order to clarify the sig-nificance of this conceptual framework for the field of action in school. In this context, the relationship between democracy and education is discussed. The main topic of this article is the question which professional possibilities are open to the actions of teachers in the school for political education of young people. The concluding part explicitly refers to con-siderations on how to take a professional perspective on the political education processes of young people with disabilities.
Keywords: citizenship, inclusion, exclusion, democracy, education, school
Schlüsselwörter: Citizenship, Inklusion, Exklusion, Demokratie, Bildung, Schule
Abstract: This article asks to what extent the conceptual framework of "inclusive citizen-ship" can be located programmatically in the setting ´school´. Against this background, the conceptual semantics of citizenship are taken up and explained in order to clarify the sig-nificance of this conceptual framework for the field of action in school. In this context, the relationship between democracy and education is discussed. The main topic of this article is the question which professional possibilities are open to the actions of teachers in the school for political education of young people. The concluding part explicitly refers to con-siderations on how to take a professional perspective on the political education processes of young people with disabilities.
Keywords: citizenship, inclusion, exclusion, democracy, education, school