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SY-I-01: (In)Visible Practices? Educational Strategies for Dealing with Migration and Post-Migration Movements at Theatre and School
12:30pm - 3:00pm
Session Chair: Prof. Christina Huf, Westfälische Wilhelms-Universität Münster Session Chair: Prof. Birgit Althans, Leuphana Universität Lüneburg
Location:S05 T02 B02 40 Plätze, Seminarraum
qualitative, School Development and Research, Educational Anthropology, Museum and Cultural Education/Theater Pedagogy, Intercultural and Migrant Education, Educational Theory, General Education, theoretical, Refugee and migration Movements - Challenges for Education and Social Work
(In)Visible Practices? Educational Strategies for Dealing with Migration and Post-Migration Movements at Theatre and School
Chair(s): Prof. Christina Huf (Westfälische Wilhelms-Universität Münster), Prof. Birgit Althans (Leuphana Universität Lüneburg)
Discussant(s): Dr. Marc Hill (Uni Innsbruck/BiWi/IEZW), Prof. Gabrielle Ivinson (University of Manchester)
Starting out from current offers and strategies of educational support, reacting to the “movements” of children and youths with a migrant and refugee background, the symposium is meant to discuss visible and invisible practices of marginalisation, however also of empowerment, within currently developing trans-cultural educational spaces. By “movements” we mean (in the sense of the terminological tradition of movere) both visible, physical-performative gestures and inner movements or “being moved”, however also emergent dynamics of an interplay of both. We are interested in how the invisible, however indirectly visible presence of what is just imagined and felt make move and keep moving the visible practices of educational settings. Furthermore, we ask in which ways visible interactions are connected to hidden inner movements (attitudes, expectations, attributions) and to movements of outward social movement (framework conditions, objects, discourses).
Presentations of the Symposium
Attuning To The Unspeakable. Using Arts-Based Methods with Young People in Poverty and Schooling“
Prof. Gabrielle Ivinson Manchester Institute of Education
The paper presents three different perspectives on how the materiality and/or corporeality of art forms mediates messages, enables new meanings to emerge and opens up spaces for communication and dissent. This involves developing creative methodologies to engage communities and vulnerable young people and children living in poverty. These methodologies draw on and incorporate „new material feminisms“ inspired by the works of Braidotti, Barad, Guattari and Manning, among others. New material feminism(s) draws attention to that which cannot be articulated yet is nevertheless strongly communicated.
The paper presents some concrete fieldwork framed by this methodology. In co-operation with artists, drawing on the affective power of art to move, the material and corporeal processes of making artefacts engage maginalised groups, while at the same time meanings emerge that could not otherwise be articulated. Working through art forms taps into resources that belong to the history of places such as bonds of solidarity, familiar routines, architectures and landscapes that create resilience and ‘indigenous’ ways of knowing that are passed on intergenerationally through taken-for-granted practices that that are not usually explicitly spoken about or ‘taught’. The paper show ways for marginalised girls in post-industrial areas, concern „new arrivals“ without language skills (of the host country's language), and young people who become early school leavers.
Method Mixing in the Fields of Postmigrant Theatre and the Classroom – Motions and Emotions in Transcultural Formation and Education”
Prof. Birgit Althans, Elise von Bernstdorff Leuphana Universität Lüneburg
The paper will present first empirical findings of the comparative documentation „Method-Mixing“ in the fields of postmigrant theatre and inclusive schooling, which result from the BMBF-Project „Transkulturelle Bildungspraktiken im postmigrantischen Theater und in der Schule – Method-Mixing als Transmission“. In dealing with migration and postmigration schools as well as postmigrant dramatic productions are here understood as „Arenen transkultureller Bildung“, which need to develop a set of diverse strategies and tactics in dealing with fleeing and migration.While the postmigrant theatre strives to visualise experiences of flight and migration as well as uncover invisible practices of marginalisation, which are still existent in postmigrant urban milieus, schools with a high amount of pupils with migratory background and Willkommensklassen seem at first sight to be ordered to rather cover visible differences and experiences of marginalisation. In regard to the classical function of the theatre, to create catharsis – the purging of the emotions – , arises the question to what extend it is possible to convey flight und migration experiences. Against this background, especially the means and methods used at the theatre in dealing with migration and postmigration – bodies, media, light and space - and its mix become significant in order to express the interplay of motion and emotion.
Movements and Entanglements in the Early Years Classroom
Prof. Christina Huf Westfälische Wilhelms-Universität Münster
The discourse on learning and teaching in the early years strongly focusses on children’s cognitive development. Studies on the effectivness of early years pedagogy identify the interaction between child and practitioner to be of utmost importance for the child’s development. Building on Erica Burman’s (2017) critique on the concept of ‚development’ this paper introduces a project which takes a different perspective on children and their relationship to each other, the practitioners and the material world in the early years. Using Karen Barad’s concept of entanglement, the ethnographic project aims to bring into sight movements of children, practitioners and the material world. Presenting first results of particpant observation in an English nursery school, the paper will suggest to be criticial about the assumption that quality is brought about by dyadic interactions between adult and child. Instead, it argues to consider the intra-activitiy of pedagogical situations and pay attention to its inherent movements and the fluidity of relationships which comes into sight.
Commentary and Response from the Perspective of Migration Research and Postmigration.
Dr. Marc Hill Uni Innsbruck/BiWi/IEZW
This paper presents in response to the papers a general commentary from the Perspective of Migration Research and Postmigration.