Demenz und Diskurs
Reproduktion einer modernen Ordnungskategorie vs. Inklusive Perspektiven pädagogischen Handelns
Hendrik Trescher y Teresa Hauck
Cite this publication as
Hendrik Trescher, Teresa Hauck, Demenz und Diskurs (2016), Beltz Juventa, 69469 Weinheim, ISSN: 0943-5484, 2015 #04, S.197
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Descripción / Abstract
Der Artikel will dazu beitragen, Demenz in den Fokus pädagogischer Theorie und Praxis zu rücken. Ausgehend von einer kritischen Analyse dreier Diskursebenen (innerinstitutionelle Lebenspraxis von Menschen mit Demenz, InstitutionsmitarbeiterInnen und bezugswissenschaftliche, handlungsleitende Literatur) werden schlussendlich zentrale Herausforderungen inklusiven pädagogischen Handelns herausgearbeitet und diskutiert.
The primary concern of this paper is to open the mainly medically dominated field of dementia to pedagogical theory and practice through and a socio-scientific approach. Performing a critical analysis, the paper focuses on three closely related discourses: intra-institutional living conditions of people with dementia, practices of staff towards the people with dementia, and scientific literature as well as more practical related guidelines. In conclusion, key challenges of the inclusion-orientated pedagogical practice are identified and discussed.
The primary concern of this paper is to open the mainly medically dominated field of dementia to pedagogical theory and practice through and a socio-scientific approach. Performing a critical analysis, the paper focuses on three closely related discourses: intra-institutional living conditions of people with dementia, practices of staff towards the people with dementia, and scientific literature as well as more practical related guidelines. In conclusion, key challenges of the inclusion-orientated pedagogical practice are identified and discussed.