Relationale Räume der Beobachtung und Normalisierung in Einschulungsverfahren
Anna Schweda
Cite this publication as
Anna Schweda, Relationale Räume der Beobachtung und Normalisierung in Einschulungsverfahren (2017), Beltz Juventa, 69469 Weinheim, ISSN: 1436-1957, 2017 #04, S.382
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Descripción / Abstract
Grundschulen schaffen im Laufe ihrer Einschulungsverfahren verschiedene Beobachtungsgelegenheiten, um sich ein Bild von den zukünftigen Einschulkindern zu machen und ggf. Maßnahmen der Prävention oder Förderung einzuleiten, bevor das Einschulungsalter erreicht wird. Der Beitrag bearbeitet anhand von ethnographischem Material die Frage, wie Räume der Beobachtung in Einschulungsverfahren - welche Kinder und deren Eltern betreffen - konstituiert werden und welches praktische Wissen und Können dabei zum Einsatz kommt. In Anlehnung an eine relationale Konzeption von Raum wird der These nachgegangen, dass die Herstellung von Beobachtungsräumen in Einschulungsverfahren als eine Konstruktionsleistung aller beteiligten Akteur/-innen (einschließlich der Artefakte) zu verstehen ist. Die Beobachtungsräume können sich je nach praktischem Zweck, Konstellation und Anordnung der beteiligten Menschen und Dinge unterschiedlich konstituieren, verändern und auch überlagern. Des Weiteren wird im Beitrag untersucht, inwiefern sich Räume der Beobachtung mit Räumen der Normalisierung in Einschulungsverfahren überblenden und welche Effekte für die Akteur/-innen damit verbunden sind.
Schlüsselwörter: Einschulungsverfahren, Schuleingangsdiagnostik, Beobachtung, Normalisierung, Eltern, Raum, Praxisanalyse
The article looks at spaces of observation and normalization in school enrolment. Throughout the process of enrolment, primary schools provide various opportunities for observation in order to gain insight into the development of children before they reach compulsory school age. Following this, preventative or supportive measures are initiated by the (pre-)schools if necessary. Based on findings from ethnographic data, the article examines how spaces of observation - which affect both children and their parents - are constituted and what kinds of know-how and practical abilities are deployed. By using a relational concept of space, it is argued that the creation of observational spaces in school enrolment has to be understood as a collective performative construction in which all participants are involved (including artefacts). The observational spaces can change, overlap and be constituted in various ways according to the practical purpose and the constellation and arrangement of the people and things involved. Furthermore, the paper examines to what extent observational spaces overlap with spaces of normalization in school entry processes and the effects this has on the participating social actors.
Keywords: school entry process, school entry assessments, observation, normalization, parents, space, practice analysis
Schlüsselwörter: Einschulungsverfahren, Schuleingangsdiagnostik, Beobachtung, Normalisierung, Eltern, Raum, Praxisanalyse
The article looks at spaces of observation and normalization in school enrolment. Throughout the process of enrolment, primary schools provide various opportunities for observation in order to gain insight into the development of children before they reach compulsory school age. Following this, preventative or supportive measures are initiated by the (pre-)schools if necessary. Based on findings from ethnographic data, the article examines how spaces of observation - which affect both children and their parents - are constituted and what kinds of know-how and practical abilities are deployed. By using a relational concept of space, it is argued that the creation of observational spaces in school enrolment has to be understood as a collective performative construction in which all participants are involved (including artefacts). The observational spaces can change, overlap and be constituted in various ways according to the practical purpose and the constellation and arrangement of the people and things involved. Furthermore, the paper examines to what extent observational spaces overlap with spaces of normalization in school entry processes and the effects this has on the participating social actors.
Keywords: school entry process, school entry assessments, observation, normalization, parents, space, practice analysis