(Breiwe)
Funding: The RAISE project is funded by the German Federal Ministry of Education and Research and the European Union through the European Social Fund Plus (ESF Plus) as part of the ‘Integration through Education’ programme (FKZ 66INT11202, duration: 2024-2027).
Empirical analyses show that schools are also involved in racist structures and the (re-)production of racism-relevant differentiations, which limits inclusion success and educational opportunities. For this reason, the BMBF-funded joint project RAISE aims to contribute to gaining knowledge about the conditions, possibilities and limits of racism-critical personnel and organisational development in schools in order to improve the participation of all pupils in the migration society.
Under the responsibility of the network management at the University of Siegen, a model of professional racism-critical competence will be specified in a science-practice partnership, on the basis of which a practical app for teachers will be designed. This app enables teachers to diagnose their own level of competence and offers automated personal feedback with individually customised information modules and reflection impulses for self-directed competence development. It also contains diversity-sensitive didactic expertise and spaces for networked empowerment and power sharing. To lay the foundations for the app's functions, the joint partner KiTma e.V. is analysing the requirements for professionalisation in anti-discrimination work and creating materials that are critical of racism. After being trialled at partner schools, the app will be published as a free skills development tool. In order to develop additional possibilities for anchoring research-based anti-racism goals for school development in school system guidelines and institutions, the joint partner, the University of Wuppertal, is analysing state-specific school guidelines and offers, including school development counselling. These goals, with their regulatory function, provide both school development counselling in the state and the schools themselves with impetus for the implementation of important aspects of racism criticism.
(Schuchart / Bühler-Niederberger)
Funding: BMBF as part of the "Migration and Social Change" programme (100323589, duration: 2018-2021)
Advancement as integration: A challenge for second-chance education institutions. The project investigates the extent to which second-chance institutions adapt their requirements, expectations, attitudes, discourses and teaching practices - in short, their "school culture" - to a changed composition of their student body. To this end, it examines the following questions: (1) With what individual attitudes and expectations of success do students with a migrant background, who make up a rapidly growing proportion of the student body, attend these institutions? (2) To what extent do these individual attitudes define a "student culture", i.e. a certain "working alliance" entered into by the student body as a whole with the teaching staff as well as rules that apply among the students with regard to the meaning of school and performance? (3) What fit is achieved between (individual) student attitudes, (collective) student culture and (institutional) school culture and to what extent does this enable students to realise their ambitions? The aim is to contribute to research into the significance of expectations of success and ambitions, which are central in the context of migration. The aim is to clarify the challenges faced by educational institutions - especially those in second-chance education - and the opportunities they have to fulfil them.
(Bühler-Niederberger / Schuchart)
Funding: ZEFFT University of Wuppertal. Duration: 06/2017-03/2018
The subject of the preliminary study is the diagnosis of behavioural disorders in primary school pupils that impair learning behaviour at school; we focus on diagnoses that are initiated by the school or its environment. We are interested in the social process that such diagnoses represent. What is meant by this is that such diagnoses do not represent a simple and inevitable labelling of a condition that is always already clear. Rather, relevant bodies of knowledge are interpreted and negotiated and their application is influenced by characteristics of people, situations and interactions.
(Schneider, K., Schuchart, C. & Weishaupt, H.)
Funding: DFG Duration 01.03.2008 - 28.02.2011
An empirical analysis for the cities of Wuppertal and Solingen before and after the new NRW school law came into force
(Schuchart, C. & Buchwald, P.)
Funding: BMBF Framework of the programme "Empirical Educational Research" - Call for proposals "Equal Opportunities and Participation, Social Change and Strategies of Support (01JC1109) Duration 2012 - 2015
(Buehler-Niederberger, D., Imbusch, P., Schuchart, C. & Westerfeld, K.)
Funding: BMBF Social Sciences/Education Sciences in the programme "Coherence in Teacher Education / Teacher Education Quality Campaign" Duration 2015 - 2016
(Schuchart, C.)
Funding: DFG (GZ SCHU 2399/1-1) Duration 01-10.2007 to 30.09.2010
