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Copyright of Zeitschrift für Pädagogik is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Soziale Passagen is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal for Sociology of Education & Socialization / Zeitschrift für Soziologie der Erziehung & Sozialisation is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Zeitschrift für Erziehungswissenschaft is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

It seems like an anachronism to turn to Herman Bavinck for a vision of homosexual relationships in the church. It is indeed an anachronism when we look at Bavinck’s treatment of this phenomenon. Except for a reference to ‘unnatural sin’, he does not explicitly reflect on this theme. Yet, his theological concepts may offer possibilities for creating an openness to same-sex marriage in the church. This article examines four of Bavinck’s concepts, namely the concepts of catholicity, hermeneutics, subjectivation and worldview. While the first three concepts suggest an openness, it is different with the fourth concept. This leads to the question of how to value it. Added to this, it is uncertain how Bavinck’s later hermeneutical insights relate to his Christian worldview. In this article, these insights are weighed, and the conclusion is drawn that there is no evidence that the relativisation of historical and natural worldviews in the Bible also applies to Bavinck’s moral biblical worldview. Therefore, it seems that Bavinck’s concepts do not lead to openness for same-sex marriage in the church. If we make use of these concepts today, we must again account for the weight we assign to the various concepts, their interrelationship and the relative weight of each concept with respect to other concepts. Contribution: This research contributes both to the understanding of the tensions in Bavinck’s theology, to the consciousness of Bavinck’s hermeneutics, and to the reflection on same-sex relationships in the church.

Copyright of Soziale Passagen is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article examines a classroom discussion of a German class in the lower secondary school, in which language is improved by revising previous utterances, both in relation to their language acquisition potential and to the subjectivation of the participants. This reconstruction aims to be able to describe both the subject related and the social implications of the revision process. In terms of methodology, a conversation analysis is proposed on the one hand, and an addressing analysis on the other. As a result, this double approach reveals a close connection between forms of revision, language acquisition potential, and subjectification. [ABSTRACT FROM AUTHOR]

Subject orientation is considered a prominent norm in the field of today’s didactics of Religious Education. Responsibility is named as the central norm of becoming a subject. This responsibility applies to other people, but also to oneself and to God. From the perspective of subjectification theory, subject orientation can be understood as a programme for subjectification. Research into subjectification based on praxeology reconstructs how pupils, but also the teacher, are subjectified in the addressing practices of teaching in the medium of the subject matter. To what extent does religious education thus correspond to its own norm of subject orientation? Which questions arise from the norms that are embedded in processes of subjectification with regard to the religion-didactic norm of subject orientation? The article analyses a Protestant religion lesson on the story of the so-called ‘Fall of Man’ (Genesis 3) in an 11th grade class. The address analysis shows how the lesson designs the moral subject as ‘accountable’ – and breaks this design. [ABSTRACT FROM AUTHOR]

When teaching is considered as a process of subjectivation, the focus is initially on the addressees for whom it is primarily organised – the pupils. In view of the relationality of addressing practices, however, we try to show in this article that the addressing process must be examined as at least reciprocal. Based on a transcript fragment from a primary school mathematics lesson conducted by a teacher student in her first internship, we show how a mentor teacher addresses the student and a pupil during the lesson with regard to the subject matter and thus determines the order of the lesson from the background. The reconstruction shows a double situational subjectivation process in which the mentor teacher`s ideas about teaching are enforced through strong positioning. [ABSTRACT FROM AUTHOR]

The article aims to investigate the modern self-experience of an individual from the point of view of the historical conditions that make this experience possible. This undertaking will be supported by the turn to a theory and practice of self-examination as it appears in early Christianity. It is widely recognized that there is a connection between modernity and subjectivity. One of the areas where it is reflected is philosophy. By founding the paradigm of modern philosophy, Descartes finds in his turn to himself a certain basis of cognition and a space where forward progress in the process of building a new system of knowledge may take effect. For Descartes consciousness is, however, a means, not an end. This is one of the reasons why it is not "questioned" sufficiently. Among many questions that were not addressed at all for a long time, one should mention, how the experience on which Descartes bases his reasoning became possible. In the history preceding the Cartesian turn inward, we can identify many interesting moments - which can be found with great confirmation in early Christianity - that play a significant role in the constitution of the experience that will become so important for modernity.

Im vorliegenden Beitrag gehen wir der Frage nach, welches normative Muster guter Elternschaft bzw. Kindheit der Adoptionsvermittlung in Deutschland zugrunde liegt. Gute, gar die ‚besten' Eltern für ein Kind zu bestimmen, ist Aufgabe von Adoptionsvermittler*innen. Ihr Auftrag ist (1) die Eignung von (oftmals kinderlosen) Bewerber*innen als Eltern zu prüfen und (2) unter den vielen als ‚geeignet' klassifizierten Bewerber*innen die ,passenden' für ein spezifisches Kind auszuwählen. Gegenstand unserer an der Grounded Theory orientierten Analyse sind die „Empfehlungen zur Adoptionsvermittlung", welche seit rund 40 Jahren Vermittler*innen als Orientierung dienen. Sie ermöglichen, die Variabilität des normativen Musters zu erfassen. Erkennbar wird ein Wandel der Bewertungskriterien – vom ‚objektiven' Status (etwa Alter, Familienstand) hin zum selbstreflektierten Subjekt – bei gleichzeitiger Konstanz der Orientierung an der Mittelschicht. The goal of this article is to investigate the normative patterns of good childhood and parenthood which guide adoption in Germany. It falls on adoption agents to determine who are good or even the ‚best' parents for a child. Their job is to (1) verify the suitability of applicants – often childless – as parents and (2) determine which couple, out of the many ‚suitable' applicants, fits best to a specific child. The „Recommendations for Adoption", which have served as a guide for adoption agents for a good 40 years, provide the basis of our grounded theory-oriented analysis. They enable us to capture the variability of the normative pattern of good parenthood and childhood. A shift in the evaluation criteria – from ‚objective' status (e. g. age, marital status) to self-reflective subject – becomes evident, despite the continued focus on the middle class. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Diversitätsforschung und -Management is the property of Verlag Barbara Budrich GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article examines feminist perspectives on education and discusses the possibilities and limitations of feminist education. It refers to Chimamanda Ngozi Adichie's 2017 manifesto, in which she proposes ideas for a feminist education for girls. The text addresses the subjectivity of mothers and the gender order in society. It argues that traditional gender roles place women in a subordinate position and restrict their autonomy. The article discusses various feminist theoretical approaches to the issues of care and women's dependence. It emphasizes that gender position is not solely determined by the body, but is the result of individual and societal experiences. It also points out that feminist education should address both female and male responsibility. Despite some progress in terms of legal rights, there is still a worldwide gender-specific division of labor and devaluation of female-dominated fields. The article concludes with the question of what a feminist education could look like today and emphasizes the importance of comprehensive recognition of care in society. [Extracted from the article]

Copyright of Discourse: Journal of Childhood & Adolescense Research / Diskurs Kindheits- und Jugendforschung is the property of Verlag Barbara Budrich GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

• Pedagogical practices are based on establishing commitment. • Contractual pedagogy corresponds to a contract-based social order. • Contractual pedagogy aims at democratizing pedagogical relationships. • Contractual pedagogy involves a pedagogic process of collective subjectivation. • Contractual pedagogy does not represent the kind of pedagogical ‘counter-model’ familiar to progressive pedagogies that aspire towards democratic codetermination. Purpose: This article investigates the establishment of commitment in pedagogical practices through what are known as ‘behavioural contracts’. Such contracts are seen as a participatory element of democratic pedagogy and are linked to the aim of strengthening students’ self-determination. The objective is to demonstrate that as a pedagogical phenomenon, contractual pedagogy is oriented towards a practice of self-control achieved through external control, assuming a basis of sovereignty and reason. Methodology: The article provides an investigation of material from an ethnographic research project in Germany on social learning in school-based pedagogical contexts. The study is informed by practice theory, theory of school and theory of social pedagogics. Findings: This article argues that contractual pedagogy as a subjectivising constellation is primarily directed towards re-establishing the pre-existing institutional order. It demonstrates that contractual pedagogy can neither be understood as a particularly participatory method of democratic pedagogy, nor as a governmental power strategy, but as a subjectivising exercise that introduces students to a central tenet in modern societies. Through this, connections are formed between specific forms of (collective) subjectivation. Research implications: Further theoretical and empirical analyses are required, which make other pedagogical impulses, such as an ethics of care or the critique of the subject, fruitful for Democratic Pedagogy.

The concept of “subject”, although is present in the reflection of human sciences since the time of classical philosophy, continues to present itself as complex and highly ambiguous. In psychoanalytic theory the paradox is concretized by the high frequence of the reference to the subject (in the Freudian Works the word subject appears more than a thousand times) but Freud never specified what is meant by this term. Moreover, in contemporary psychoanalysis in particular, expressions such as subjectivation and subjectivity are frequently used, even if there is no univocal conception of what a subject is. This paper aims to highlight how the subject is a polyphonic concept and how its escape from a definition is characteristic of its dynamism and its perpetual oscillation between the extremes of its semantic field, from subjection to substance.

Wenn man räumliche Planung verstehen möchte, ist es wichtig, die Selbstverständnisse und beruflichen Identitäten der handelnden Akteure zu kennen. Bislang ist dazu in Deutschland kaum geforscht worden. Der Beitrag basiert auf einem Forschungsansatz, der berufliche Identitäten als Ergebnis des Zusammenwirkens gesellschaftlicher Anforderungen und eigener Handlungen in den Fokus rückt. Es wird gezeigt, welche Rollen Regionalplanern von außen zugewiesen werden und wie Regionalplaner selber ihre beruflichen Identitäten wahrnehmen und daran arbeiten. Anhand von Dokumentenanalysen und autobiographisch-narrativen Interviews wird untersucht, welche Subjektpositionen in schriftlichen Diskursfragmenten, die sich auf Regionalplanung und Windenergie beziehen, zu finden sind, welchen äußeren Anforderungen sich Regionalplaner ausgesetzt sehen, welche Ansprüche sie selber an ihr berufliches Handeln stellen, welche Techniken des Selbst sie praktizieren und welche diesbezüglichen Spannungen sie wahrnehmen. Die Ergebnisse knüpfen an internationale Untersuchungen über planerische Identitäten an und können als Angebot an die Praxis gelesen werden, individuelle Praktiken und Spielräume der Identitätsarbeit zu reflektieren.

It has become more and more difficult to enumerate the uses of the notion of heterotopia in academic as well as in the artistic fields and the activist communities. As a result, this article aims to give a renewed perspective on the stakes of the notion of heterotopia introduced by Michel Foucault in 1966. The fluctuations of the concept, and the need to specify it, force us to examine its genealogy. Our work will then consist in historicizing this notion by a chronological reading of its deployment in Foucault's work. In the course of this investigation, we will explore the commentators' repetitions in order to expose heterotopia to its potential critical and emancipatory implications. We are indeed convinced that it is most irrelevant to study the corpus of heterotopias without immediately, and at the same time, explore the way in which users have grasped this notion and, doing so, shaped it.

To the authors’ mind human activity is more frequently based on Constructivism in spheres as science, epistemology, education, upbringing, number of living practices, etc. The authors emphasize if such approach relies on Enlightenment rationality there are many risks and negative consequences of it using what was obviously already in 20th century. The reason is in specific comprehension of subject that influences on imperfect anthropological dimension of the rationality. Analysing of its modification has necessarily led the authors to take into account the Culture of Presence idea in the process of anthropological dimension realisation. The Culture of Presence “clears” the place for a new “intellectual surrounding” where there is a need to leave the awful Constructivism position formed through metaphysical comprehension of subject. In the article there were proposed the categories of those culture, there emphasizes their relevance in new life conditions and there was analysed the Presence phenomenon in the contemporary scientists researches. The authors underline the Culture of Presence basis and implementations of this culture contribute to disappearance of self-contained subject. In the event situation the subject could be replaced by subjectivity capable to respond, to empathize, to be responsible for others, etc. The contemporary humanities need to renew anthropological dimension inasmuch as comprehension of it cannot be guided at traditional norms of Enlightenment rationality and metaphysics discourse.

In this paper, the thesis is unfolded that the concept of amigration society offers the chance of a new approach to Holocaust education in Germany ; by considering biographical affiliations in a reflexive manner, decisions of learners in favor of amemory of democracy will be discussed. From youth to adult age, the focus shifts from an authentic to a representative approach to the topic of the Holocaust, while at the same time institutions form a network of learning locations. I will unfold this thesis in three parts: Part 1 deals with the phenomenon of migration in its general and historical characteristics; part 2 is dedicated to historical events combined with reflecting on structures of [ABSTRACT FROM AUTHOR]

Copyright of GENDER: Zeitschrift für Geschlecht, Kultur und Gesellschaft is the property of Verlag Barbara Budrich GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

ENGLISH: Regarding the consideration of migration-related multilingualism in pedagogical contexts is often the category ,identity‘ broughtinto play. In the article the question is pursued, what ‘identity’ means, an EU document is analyzed as an example and a subjectivationcritical interpretation is presented. DEUTSCH: Im Zusammenhang der Berücksichtigung der migrationsbedingten Mehrsprachigkeit in pädagogischen Kontexten wird häufig dieKategorie ‚Identität‘ ins Spiel gebracht. In dem Artikel wird der Frage nachgegangen, was darunter zu verstehen ist, ein EU-Dokumentbeispielhaft analysiert und eine subjektivierungskritische Interpretation vorgelegt.

If one wants to understand spatial planning, then one needs to know about the self-conceptions and professional identities of the key actors. So far, this has hardly been the object of scientific inquiries in Germany. This paper relies on a research design that analyses professional identities as resulting from the interplay of external discursive interpellations and own practices of identity work. It examines the roles, which are assigned to spatial planners at regional level in Germany, and how planners themselves perceive and shape their professional identities. The empirical part uses textual analyses and autobiographic narrative interviews to elucidate subject positions in published documents. It furthermore shows, which discursive interpellations spatial planners see themselves exposed to, which standards and norms they define for their professional work, which techniques of the self they employ und which tensions they perceive in this regard. The results tie in with international research on planners' roles and identities. The findings call on planning practitioners to reflect upon individual practices and existing opportunities of identity work.

Copyright of Kriminologisches Journal is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Zeitschrift für Qualitative Forschung (ZQF) is the property of Verlag Barbara Budrich GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Zeitschrift für Diversitätsforschung und -Management is the property of Verlag Barbara Budrich GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Based on the vagueness of the term of inclusion, the present paper aims to introduce a concept of inclusion, which regards inclusion as a process of deconstructing barriers of participation that prevent subjects from participating in discourse. It is argued that inclusion and disability must be considered as two interrelated practices, which can only be consistently understood and finally used in research and practice if viewed in their interrelationship. If inclusion is regarded as a process of deconstructing barriers that prevent subjects from participating in discourse, the concept has therefore to be contrasted with an understanding of disability that refers to disability as a practice respectively as the subject being excluded from discourse. This paper focuses on providing both a theoretical as well as an empirical analysis of both concepts, highlighting their mutual interdependency. [ABSTRACT FROM AUTHOR]

Copyright of Kriminologisches Journal is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Österreichische Zeitschrift für Soziologie is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The attempt of this paper is to build a discussion between Giorgio Agamben and Jacques Lacan about their theories of the subject. Our lecture of Agamben’s theory of subjectivity is determined by the thesis that the birth of subjectivity depends on the structure of the exception and that this implies that « shame » is the subject’s elementary structure. After exposing this thesis about the agambenian subjectivity, we will show how some of its aspects can be related to the subject of unconscious as it has been theorized by Lacan. This comparison will allow us to look, in the thought of Agamben and Lacan, for another way to elaborate the emergence of the subjectivity. Finally, we will assess the connections of the lacanian and the agambenian alternatives with the linguistic of Ferdinand de Saussure.

This article aims at questioning the recent return on the theoretical scene of Marxist theory in the light of the contemporary developments of the theories of collective action. It first points out two impasses of these theories that Marxism needs to acknowledge in order to avoid their repetition: the first one is the belief in the existence of a capacitating unconscious of the masses while the second one is the position of a mediating subjectivity capable of granting the social processes through its scientific intelligence of history. This article will then analyze the interpretations of Althusser proposed by Karl Lévêque and Etienne Balibar in order to show how these authors grasped theses impasses thereby opening the field of a renewal of Marxist theory that does not undermine the level of the unconscious drives that determine collective action. The way in which this level can be worked upon in order to produce a new form of relationality that avoids the two impasses will finally be outlined with the help of the psychoanalytic theory developed by Stephen Mitchell.

Copyright of Österreichische Zeitschrift für Soziologie is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal for Sociology of Education & Socialization / Zeitschrift für Soziologie der Erziehung & Sozialisation is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)