Lehrkörper - Foto- und biografische Selbstdarstellungen zum Zusammenhang von Geschlecht und Fächerwahl bei Männern in geschlechtsatypischen Fächern des Lehramtes (am Beispiel Kunst)
| Autor: | Kleynen, Thomas |
|---|---|
| Přispěvatelé: | Unger, Tim, Kommer, Sven |
| Jazyk: | němčina |
| Rok vydání: | 2021 |
| Předmět: | |
| Zdroj: | Aachen : RWTH Aachen University 1 Online-Ressource : Illustrationen, Diagramme (2021). doi:10.18154/RWTH-2022-07472 = Dissertation, Rheinisch-Westfälische Technische Hochschule Aachen, 2021 |
| Popis: | Dissertation, Rheinisch-Westfälische Technische Hochschule Aachen, 2021; Aachen : RWTH Aachen University 1 Online-Ressource : Illustrationen, Diagramme (2021). = Dissertation, Rheinisch-Westfälische Technische Hochschule Aachen, 2021 In Germany, certain school and university subjects are still segregated by gender. Boys and men primarily choose scientific and mathematical subjects and far less often linguistic and aesthetic subjects, and vice versa, girls and women primarily select linguistic and aesthetic subjects and considerably less frequently natural and mathematical subjects. A large number of studies have emerged from the feminist research tradition that examine the causes, backgrounds and connections of gender-specific subject polarization from the perspective of girls and women. They make it clear that the preference for career and study choices does not occur independently of the development of (gender) self-image. In contrast, the distance of boys and men to the linguistic-aesthetic area remains a current research desideratum. With the reconstruction of ideas of gender (constructions), subject cultures and habitus forms of male student teachers who choose a 'typically female' subject (art), the present work wants to close this desideratum to a certain extent. As an example for the so-called linguistic-aesthetic area, students studying to become a teacher in the subject of art are examined, since here the gender ratio in the upper grades of general schools, as in the teacher’s degree, is the most unbalanced, mirroring the subject of physics, which therefore acts as a comparison horizon. The comparative study design (gender and subject comparison) allows a broadening of perspectives and thus important insights into the subject of gender-specific subject selection and the associated connotations, ideas and habitus forms. Through the group of test subjects who are beginning teacher training courses, school as an institution that is significantly involved in teaching a gender-specific dichotomy comes into focus, so to speak: From the retrospective, the test persons report in detail through the status passage and reflect on their own school days. The family environment, as well as school and sometimes extracurricular experiences, prove to be central factors here, since the corresponding idea of the subjects is conveyed and incorporated here. From a prospective perspective, the knowledge gained can be related to the (future) teaching activity and the intended pedagogical working alliance with students, so that in the sense of the habitus as a 'structuring structure' it becomes visible to what extent gender-connoted subject-cultural ideas both with one's own and with (could) converge with the educational processes of future students and their own professionalization processes. Subject-cultural ideas and the choice of subjects associated with them cannot be considered independently of the habitus and the immanent ideas of gender. Subject choices and ideas are part or consequence of a (gender) habitus, for which an immense role is ascribed to the bodily aspect, since sex (gender) is essentially produced and represented physically. The proverbial embodiment of the sexual habitus, the non-verbalizable, incorporated gender representations and ideas, which are of great importance for the choice of subjects, can be explicitly captured in particular through photographic self-portrayals. In order to get a deeper insight into a physical (represented, gender) habitus (hexis) itself, as well as into its 'having become', into the genesis, the photographic self-portrayals are triangulated with biographical-narrative interviews. In order to avoid the danger of reification, an open approach based on the principles of qualitative research is needed, one that takes equal account of parallels and potential distinctions and understands categories (above all those of gender) as analytical, made and not bipolar givens and subject them to permanent reflection undergoes, inevitable. In addition to the processing of the research desiderata described regarding the relative distance of boys/men to subjects of the so-called linguistic-aesthetic area, the work in this way develops the method of image analysis according to the documentary method (Bohnsack) with and on the material a bit further and suggests one material-based and adequate way to create a type. In summary, the central epistemological questions of the research project are:1. how does the habitus, especially its physical aspect (Hexis), of student teachers who have chosen a gender-atypical subject (male student teachers majoring in art) compare to those who have chosen gender-typical subjects (female student teachers majoring in art or male student teachers majoring in physics)?2. Why does it present itself in this way? How can their (socio)genesis (to what extent) be reconstructively explained? Which factors are relevant here, especially for a gender-atypical choice of subject and physical self-presentation, and which (gender) connotations and ideas are associated with the subject?3. what (pedagogical) conclusions can be drawn with regard to a gender connotation of the subjects, especially on (prospective) teaching activities, pedagogical practice, and (one's own) educational and professionalization processes? Ultimately, the question of possible changes, modifications of pedagogical practice, especially in the context of school, as well as with regard to teacher (training) is in focus, since here a transmission of gender-segregating images and conceptions (of subjects) occurs. Thus, the present work, in addition to the scientific, a social relevance, which would like to contribute a small part to decouple electoral behavior, teaching, educational and professionalization processes of subject-cultural and gender connotated ideas, which can sometimes have a restrictive effect, to some extent. The goal here is not to bring more men into subjects with female connotations (such as art in the teaching profession), but rather to bring less gender into the subjects, as it were. The present study is thus also a contribution to equal educational opportunities with regard to gender connotations. Published by RWTH Aachen University, Aachen |
| Databáze: | OpenAIRE |
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