Performance as a Mode of Subjectification - Practices of Demonstrating and Evaluating Performances in Lessons. An Intercultural Comparison. (LaSiV)

Prof. Dr. Barbara Drinck

Dr. Makhabbat Kenzhegaliyeva
Robert Aust
M.A. Sebastian Rahtjen


Performance, particularly executed by pupils, is a central component of an educational and teaching self-understanding and becomes a focus of attention in educational sciences from different perspectives. The valence of the term ‘performance’ for pedagogical references is confronted with its content-related vagueness and contentiousness. Thus, neither the criteria leading to an understanding of performance nor the question of what can be ultimately asserted as (materialized) ‘performance’ is conclusively fixed (Rabenstein et al, 2013, p 676). Therefore, the research project focuses on social practices, which generate performance; i.e. pupils show a behavior that is acknowledged by the addressees (e.g. teachers) as performance. This exchange of showing a behavior and its attribution is based on the relation of the protagonists to each other and to themselves. Due to the exchange, the participants are shaped interactively. Therefore, by means of showing, the core of school performance is identified and seen as having an inseparable connection with subjectification processes. The LaSiV research project collects and includes these processes by video- supported class observations and explores their manifestations. With regard to the intercultural comparison, the cooperation between the partner universities of Leipzig (Germany) and Sangmyung (South Korea) is an essential element. Given the local remarkable results in the PISA studies in South Korea, one question will be under which individual, social and cultural conditions a behavior can be considered a (good) performance




01.06.2015 bis 31.12.2016

Zuletzt aktualisiert: Freitag, 11. Dezember 2015 10:52