Aktivismus und Bildung für nachhaltige Entwicklung in der Schule? Herausforderungen und Chancen im Umgang mit Aktivismus der Schüler/-innen

The climate protection movement of young people, Fridays for Future, on the streets is also finding its way into school and raises questions about tasks and functions of formal education. But how can activism and formal education go hand in hand? What potential does this open up? What space does school offer? And where are limits? Based on experiences and reflections from the implementation of the Schools for Earth project, this article shows potentials, but also challenges for young people's engagement in school. Concrete options for action are discussed on the basis of activities at the Ernst-Reuter-Gemeinschaftsschule in Karlsruhe, which is part of the project. The focus is on the extent to which these activities can take into account both the requirements of school education and the needs of young activists.

Feldforschung im postsowjetischen Raum. Methodologische Reflexion international vergleichender sonderpädagogischer Forschung

Our research on dangers of excluding people with disabilities and the scope of actions that aim at supporting their inclusion in Kazakhstan and Uzbekistan has revealed the challenging circumstances empirical studies face in intercultural fields. These challenges, as identified in our study, suggest an increased necessity of iterative (self-)reflection in the research process. This is a valuable outcome of our study that is not constraint to international contexts.

Institutionalisierung und Transformation: Bildungs- und Lernprozesse in und von (Protest-)Bewegungen

The corona-pandemic demonstrates that times of crisis are characterized by their specific dynamic especially through their social and political processing. They are often accompanied by an increased or more visible civil society engagement. This can result in further social changes, such as protests or demonstrations resulting in political or media debates. The actors involved – e. g. the current Fridays for Future movement - are important for the targeted change, as well as the organizational structures and the context (opportunity structures) that determines civil society actions. What significance do social movements have for sustainable (social) development and to what extent can they be understood as social and individual learning or educational spaces? In this paper, I present central theoretical strands of the research on social movements and their development. Then I focus on the associated learning and educational processes in and for movements and the actors involved. The example of ecological movements and Fridays for Future illustrates how social transformation and individual engagement and learning are related to one another.