The subject status of the student. Educational-theoretical reflections

Rucker, Thomas; Anhalt, Elmar; Ammann, Kira (2021). The subject status of the student. Educational-theoretical reflections. Zeitschrift für Bildungsforschung, 11(1), pp. 19-33. Springer VS-Verlag 10.1007/s35834-021-00294-7

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Educational research that claims to understand students as subjects necessarily presupposes a concept of their subject status. In this paper we will discuss this presupposition and develop a proposal from an educational point of view that shows what it might mean to grant a subject status to a student and to describe and justify education in relation to this status. First, we will show that today it can by no means be taken for granted to describe students as subjects. We will argue that the concept of Bildsamkeit offers a promising way to understand school education from a subject status of the student. We will then explain how such an education can be conceived theoretically. The theory summarizes three basic forms of education and explains how the claim to address students as subjects takes shape in different ways in the context of discipline (Regierung), teaching (Unterricht) and guidance (Beratung). Finally, we will use this theory to focus on the legal dimension of education, which is currently not sufficiently taken into account, and show that it is essential to clarify this dimension, especially in light of current debates on children's rights.

Item Type:

Journal Article (Original Article)

Division/Institute:

07 Faculty of Human Sciences > Institute of Education > General and Historical Educational Science

UniBE Contributor:

Rucker, Thomas; Anhalt, Elmar Michael and Ammann, Kira Zena

Subjects:

300 Social sciences, sociology & anthropology > 370 Education

ISSN:

2190-6890

Publisher:

Springer VS-Verlag

Language:

German

Submitter:

Kira Zena Ammann

Date Deposited:

23 Jul 2021 10:10

Last Modified:

25 Jul 2021 02:57

Publisher DOI:

10.1007/s35834-021-00294-7

Uncontrolled Keywords:

Subjekt, Bildsamkeit, Erziehung, Adressierung, Schule, Kinderrechte

BORIS DOI:

10.48350/156850

URI:

https://boris.unibe.ch/id/eprint/156850

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