Project Details
Projekt
The 'Schülerjob' and the 'Homework Cycle'. An ethnographic study within school and family
Subject Area
Educational Research on Socialization, Welfare and Professionalism
Term
since 2023
Project identifier
Deutsche Forschungsgemeinschaft (DFG) - Project number 519108680
The aim of this research project is to analyse school-related learning and the doing of (homework) assignments within the classroom as well as outside it. The research is taking the perspective of practice theory, with the focus explicitly on the students’ way of acting. This is paradigmatically rooted within the works of Breidenstein and his ‘Schülerjob’. Our assumption in this context is that the ‘Schülerjob’ isn’t confined to the classroom and school-based teaching, where it has exclusively been studied until recently; rather not least by the means of the homework the ‘Schülerjob’ has been spilling over to different settings and hours outside of the classroom setting. Homework has been described by Landers as a cyclical process, a ‘homework cycle’, alternating between the tasks of documenting the homework assigned in class, homework completion after school is finished, and presenting one’s homework back in class or alternatively hiding homework not done. As an attempt at a more extensive depiction of the different practices all forming part of the ‘Schülerjob’, for the first time all stages of the ‘homework cycle’ are being included and covered within a multi-sited ethnographic study, whereby several students from different school forms and social backgrounds are being accompanied and monitored during their school hours as well as within settings outside school right up to the family environment. Taking Reckwitz’ research into consideration, the implicit knowledge of the actors involved in the process made visible within the practices, associated discourses and cultural codes as well as events of subjectivization all undergo a process of reconstruction. Our focus lies on the interconnections as well as on similarities and differences of those practices used by students within the settings of the classroom, homework support, family, on their way to school as well as within digital environments, which can be adapted to form part of the ‘homework cycle’. The aim is a comprehensive representation of the ‘Schülerjob’, framed by practice theory and thereby enriched by the inclusion of settings from outside the classroom, thus differentiating in its relation to classroom-based practices.
DFG Programme
Research Grants
