Weis, Michael
Congratulations on passing the viva voce on 10 July 2017.
Dissertation topic:
"Racism-critical in-service teacher training. An explorative study on the current practice of racism-relevant and in particular racism-specific teacher training."
Contact address at the University of Würzburg:
Institute of Special Education
Pädagogik bei Verhaltensstörungen
Wittelsbacherplatz 1, D-97074 Würzburg
Phone +49-931-31-84829
Fax +49-931-31-80073
First supervisor: Prof Dr Roland Stein
Second supervisor:
Prof. Dr Paul Mecheril (Univ. Oldenburg)
Class in the graduate school: "Education and Culture"
Doctorate in the Graduate School since WS 2011/2012.
Abstract:
Racism operates in schools on an individual, classroom and institutional level - often in subtle and hidden forms. Although the phenomenon has a specific historical starting point and is therefore easy to analyse in its modes of action (especially in educational contexts) and thus also to deconstruct, the central prerequisite for a pedagogical discussion of a self-reflexive and power-reflective approach is often met with resistance and rejection by educators. Due to the long-standing taboo surrounding the term, a more intensive examination of racism in German-speaking countries, both in educational theory and in educational practice, did not take place until the 1990s. To this day, however, there is a virulent need for research in this field of practice and research in the specific intersection of the subject areas of teachertraining and racism.
The explorative study presented by Michael Weis aimed to make up for this research deficit and therefore focussed on the current practice of racism-relevant teacher trainingin Germany, i.e. on those concepts and offers of the so-called third phase in which the topic of 'racism' has an explicit and implicit relevance in terms of content. An empirical database was collected on the basis of qualitative interviews with experts responsible for the conception and/or implementation of such training courses and analysed using qualitative content analysis. By condensing the analysed material, five core hypotheses could be formulated at the end of the evaluation process, which represent reliable statements on the current practice of racism-specific teachertraining - i.e. those seminars in which racism is explicitly addressed - and thus offer starting points for possible follow-up studies.
