About me
I´m a professor in Arts Education at the Department of Humanities and Social Sciences Education (HSD) Stockholm University. At the Free University Berlin I studied Philosophy and Educational Sciences, and Arts Education at the University of the Arts Berlin, Germany. Among my research interests are pedagogical theories of learning, tacit knowledge, corporeality and heterogeneity in school, the integration of approaches in liberal arts into didactical concepts and into empirical classroom research, ethnographical and body-phenomenological approaches, and anthropological questions.
My work is interdisciplinary, theoretical and empirical, and largely collaborative. I am always eager to work with researchers across the humanities and social sciences.
Teaching
As a professor in Germany I designed and teached 4-5 courses in a term myself; also being the mentor to teacher students at a secondary school (incl. teaching in the classroom). In the years 2009 to 2013 I was e.g. responsible for the introductory course in the teacher education program (for about 600 students). In teaching, mentoring, and examining I worked with students in the areas of Classroom Education, Cultural and Media Education, Sciences of Bildung, Elementary Education, and Vocational Training. At Linnaeus University I teached Pedagogy on the undergraduate and advanced levels as well as to graduate students of Political Science, and I also teached postgraduates (licentiates). Additionally, I gave vocational training in the department of Arts Education. I have held seminars and workshops in German, English, Swedish and Spanish. Since 2014, I supervised a couple of doctoral students at Free University Berlin.
Research
My research is located within the approach of Pedagogical Anthropology (PA), which aims at identifying how people understand and organize their life conditions and situations within their very cultural context: Upbringing, culture, Bildung, education, learning, teaching etc. are seen as aspects of relationships and interactions of individuals and groups with each other under specific material, pictorial and performative conditions, and with a certain image of being human. In practice, such images are foremost practical projections. - How is the PA proceeding when making the images of being human to her central subject? In theoretical regards, the Human Science tradition of Educational Sciences focusing on humanism and philosophical approaches is extended and supplemented by Cultural Studies, as well as by art-theoretical, historical, sociological and psychological theories and findings. The insight about other cultures having the same right to make statements about humans from their perspective departs from European images of Humanity and Western thought. Globally, anthropologists whose focus was on white Western male human beings have lost their claim to universality; instead, historical relative, cross-cultural and polycentric approaches replace them. In taking this movement on, PA strives at avoiding extreme relativism and arbitrariness. So far, PA has mainly been an approach of General Pedagogy with a strong transdisciplinary perspective. If applied to formal education, one can expect that schooling etc. will then be more directed to Bildung, cultural assets, social events and the very practices related to this. In empirical regards, PA does not strictly disagree with any scientific approach and methodology. However, it subjects all approaches to a critical analysis of their respective images of being a human. This also includes the own presuppositions. An approach can be blamed for applying an image of being a human that is unsuitable for its set objectives (such as performance evaluation, inclusion, etc.). The approach of PA is spread over the whole globe: Its collective expertise covers individual and collective knowledge in their relation to cultural features, diverse forms of knowledge and knowledge creation (such as e.g. esthetical knowledge and/or multimodal signification), environmental and development issues, ideas of politics and leadership, the relation of formal and informal learning, specifics of age, generation and family, among others. Accordingly, PA has a strong international profile.
My cooperation partners come from Scandinavia, Europe, Asia and North and South America. Our special contribution to the research field of PA is the systematics of tacit knowing and knowledge, with this creating a backdrop for empirical investigation of human practices and understandings, impacts of materiality, performativity, imaginaries etc. Tacit knowledge is an umbrella concept e.g. for corporeality, aesthetic learning and inclusivity in schools. The systematic work on tacit knowledge counts thus as allowing for modelling supportive learning environments and learning scenarios, also including digital methods, and participants’ perspectives in and on a world of diversity and constant change. I am the head convenor of the international scientific network Tacit Dimensions of Pedagogy.
The focus of my research is on multimodal learning on the one hand, and on higher education and professionalization on esthetic knowledge on the other hand. Besides that, I investigate socially divisive areas (in particular on the basis of ethnicity, gender, cultural background and social class) and educational technologies. The manual published at Beltz/Juventa in 2017 and the book series on European Studies on Educational Practices at Waxmann (since 2012) unfold key concepts on tacit knowledge and adequate empirical research approaches. – Important areas of interest are e.g. the question of whether ordinary people have tacit social knowledge of the social world they inhabit: What is involved in the competence a person demonstrates when s/he successfully navigates a contentious argument?; Can the knowledge of a competent social participant about expected behavior be represented as a sum of propositional beliefs?; How does the informal knowledge of the participants benefit formal education?; How is multimodal signification applied in esthetic and learning practices?; How do the generations interact?; In what way do we suffer when we feel pain?; How does transcultural knowledge merge into everyday educational practices? With a special focus on practice-oriented competence, inclusive school development and aesthetic learning environments, also with a comparative perspective I apply and develop methodologies refering to phenomenology, documentary method, praxeological, discourse-analytical, camera-etnographical and performativity-theoretical approaches.
Actual projects:
Anja Kraus together with Wulf, Christoph (in English): Learning Bodies (working title) - Tact, Emotion, Performance. A European Handbook. Palgrave Macmillan
(in German -> Swedish) Absence as a Principle of Art (Working title)
(in German -> Swedish) Attentive Practices in School: The Correlation between Corporality, Sense-Making and Narrations. (Working title)
(in English) Quality Assurance, Competences and Pedagogy. (Working title)
Utställning MissManhattan!
Selected publications (in English, otherwise see homepage):
Anja Kraus together with Wulf, Christoph (in English): The Palgrave Handbook of Embodiment and Learning. Basingstoke: Palgrave Macmillan. (Status quo: in progress).
Anja Kraus together with Christoph Wulf: Introduction. In: Kraus, A.; Wulf, Ch. (Hg.): The Palgrave Handbook of Embodiment and Learning. Basingstoke: Palgrave Macmillan. (Status quo: in progress)
Anja Kraus: Alterity and Emotions - Heterogeneous Learning Capabilities and Constituting Corporeality. In: Kraus, A.; Wulf, Ch.: The Palgrave Handbook of Embodiment and Learning. Basingstoke: Palgrave Macmillan. (Status quo: in progress)
Anja Kraus: To Acquire Knowledge about Ways of World-Making in an Art-Based Learning Scenario. In: Berglund, J. (ed.): Undervisning och lärande i frivilliga verksamheter och skolan. (Status quo: in progress)
Anja Kraus together with Thomas Senkbeil: The Fragility of Pedagogical Tact – Reconstruction of a Fluid Moment of the Pedagogical Relationship. In: Journal for Research in Arts and Sports Education JASED (Status quo: in review)
Anja Kraus: `Gender´ and the `Tacit Turn´ in Pedagogy. In: Journal of Aesthetic Education (Status quo: in review).
Anja Kraus: Antropologisk pedagogik som kulturell praxis – iscensättande didaktik och konstbaserat lärande. In: Nordic Journal of Art and Research (Status quo: in review).
Anja Kraus: Pedagogy, Hyperreality, and Authorship - How Can We Sound Out the Effects of Digitization? In: Educational Media International (Status quo: in review)
Anja Kraus: Transcultural Learning: Emphasizing and De-emphasizing Difference as a Pedagogical Task. In: von Carlsburg, B. (ed.): Transcultural Perspectives in Education. Reihe: Baltic Studies. Kiel: Peter Lang, 137-145.
Anja Kraus: A Pedagogy of Cultural Awareness - A Phenomenological Approach to Knowledge and Learning. In: von Carlsburg, B. (ed.): Transcultural Perspectives in Education. Reihe: Baltic Studies. Kiel: Peter Lang, 127-135.
Anja Kraus: Gender, Pedagogy and the Postmodernist Paradigm Shift: An Exploration of Bodies from a Tacit Dimension. In: Taylor, C.; Amade-Escot, Ch.; Abbas, A. (eds.): Gender in Learning and Teaching Feminist Dialogues Across International Boundaries. Chapter 5. London, New York: Routledge, 54-67.
Anja Kraus: Corporeal Linkages between Ethics and Aesthetics as a Task of General Education (Didactics). In: Culture, Biography & Lifelong Learning CBLL: Body Knowledge. Eds. Hongyan Chen, Anja Kraus & Christoph Wulf. Vol.3, Apr.2018, http://www.cbll.org/index.php/cbll/article/view/82.
Kraus Anja (ed.): Scenarios of Knowledge at Universities in Change. Perspectives of the Humanities, the Educational and the Cultural Sciences. Münster, New York, München, Berlin: Waxmann, 2017
Kraus Anja: Gender as a Form of Tacit Knowing in the Fields of Pedagogy. In Culture, Biography & Lifelong Learning CBLL, Vol.3, Apr.2017, http://www.cbll.org/index.php/cbll/article/view/63
Kraus Anja: Qualities of School Education – A Comparison of Discussions and Positioning in Sweden and Germany. In: Kraus, Anja (ed.): Scenarios of Knowledge at Universities in Change. Perspectives of the Humanities, the Educational and the Cultural Sciences. Münster, New York, München, Berlin: Waxmann, 2017, 69 - 86.
Kraus Anja: University as Knowledge Scenarios. Bildung and Sustainability. In: Kraus, Anja (ed.): Scenarios of Knowledge at Universities in Change. Perspectives of the Humanities, the Educational and the Cultural Sciences. Münster, New York, München, Berlin: Waxmann, 2017, 49 – 60.
Kraus Anja: Introduction: Perspectives of the Humanities, the Educational and the Cultural Sciences on University. In: Kraus, Anja (ed.): Scenarios of Knowledge at Universities in Change. Perspectives of the Humanities, the Educational and the Cultural Sciences. Münster, New York, München, Berlin: Waxmann, 2017, 7 – 12.
Kraus Anja: ”Sensitive Threshold” – Bringing out Aspects of the Corporeal-Auditive Reflexivity of Juveniles. In: Rodriguez Sieweke, Lara (ed.): Learning Scenarios for Social and Cultural Knowledge. «Bildung» through Academic Teaching. In the book series: Erziehungskonzeptionen und Praxis (ed. by Bodo von Carlsburg). London, New York: Peter Lang, 203 – 216.
Kraus Anja & Lara Rodriguez Sieweke: Introduction. In: Rodriguez Sieweke, Lara (ed.): Learning Scenarios for Social and Cultural Knowledge. «Bildung» through Academic Teaching. In the book series: Erziehungskonzeptionen und Praxis (ed. by Bodo von Carlsburg). London, New York: Peter Lang, 7 – 11.
Kraus Anja: Perspectives on Performativity: Pedagogical Knowledge in Teacher Education. Münster, New York, München, Berlin: Waxmann 2016
Kraus Anja: What Do the Things Show us? Learning as Displacement. In: Culture, Biography & Lifelong Learning CBLL, Vol.2 Dec.2016, http://www.cbll.org/index.php/cbll/article/view/56
Kraus Anja: Scientific Pedagogy as Research on Practices - Sketching „Quality Development”, „Competences“ and „Assessment“ in Pedagogical Regards. In: Carlsburg, B. von (Ed.): Strategies for Teacher Training: Concepts for Improving Skills and Quality of Teaching. Frankfurt am Main, Bern, Bruxelles, New York, Oxford, Warszawa, Wien: Peter Lang. 2016, S. 285 – 296
Kraus Anja: Scholarly Principles in Teacher Education. What Kind of Science Serves a Practice-Oriented Teacher Education? Münster, New York, München, Berlin: Waxmann 2015
Kraus Anja: Applying the Phenomenological Method to Qualitative Research in Educational Sciences. In: Pfrang, A.; Hiebl, P.; Schultheis, K. (Eds.): Children´s Perspective on School, Teaching and Learning. Berlin, Münster, Wien, Zürich, London: Lit-Verlag. 2015, S. 43 – 55
Kraus Anja: & Bodo von Carlsburg & Mie Buhl: Performativity, Materiality and Time. In der Reihe “European Research on Educational Practices”. Münster, New York, München, Berlin: Waxmann 2014
Kraus Anja & Anna Herbert: Praxeology as a Challenge. Modelling the Tacit Dimensions of Pedagogy. Münster, New York, München, Berlin: Waxmann 2013
Kraus Anja: On the Relationship between Praxeology and Phenomenology. In: Herbert, A.; Kraus, A. (Eds.): Praxeology as a Challenge. Modelling the Tacit Dimensions of Pedagogy. Münster, New York, München, Berlin: Waxmann 2013, S. 21 – 30
Kraus Anja & Anna Herbert: Initiating Learning. In der Reihe “European Research on Educational Practices”. Münster, New York, München, Berlin: Waxmann 2012,
Kraus Anja & Bosse Bergstedt, Anna Herbert & Christoph Wulf: Tacit Dimensions of Pedagogy. Münster, New York, München, Berlin: Waxmann 2012
Kraus Anja: Learning as Transformation. In: Herbert, A.; Kraus, A. (Eds.): Initiating Learning. Münster, New York, München, Berlin: Waxmann 2012, S. 59 – 76
Kraus Anja: The Cameraethnographic Approach as Pedagogical Practice. In: Bergstedt, B.; Herbert, A.; Kraus, A.; Wulf, C. (Eds.): Tacit Dimensions of Pedagogy. Münster, New York, München, Berlin: Waxmann. 2012, S. 37 – 52
Kraus Anja: German School-Related Child and Youth Research – A Report on the State of the Art. In: Hudson, Brian; Meyer, Meinert (Eds.): Beyond Fragmentation: Didactics, Learning and Teaching. Opladen, Farmington Hills: Barbara Budrich. 2011, S. 379 – 392
Kraus Anja: (Doing) Art as an Interdisciplinary Didactical Principle. In: International Journal for Education through Art. (4.3) 2008, S. 275 – 284
Kraus Anja: Signifying “It” By Demonstration – To feel Processes of Signification on one‘s own Body. In: Lackner, Rudolphine (Hg.): Names are shaping up nicely! Nomenclature and Women‘s Titles. Wien: Eigenverlag der Vereinigung bildender Künstlerinnen Österreichs (VBKÖ). 2008, S. 49 – 56
Kraus Anja: Att inöva och motivera fritt skrivande med hjälp av älvor och troll. In: Arena. Helsinki: Svenska modersmålslärarföreningen i Finland. 2008, S. 19 - 21
Kraus Anja: “Performative play“ as a Didactic Track to the Corporality of Children. In: Wulf, Christoph (Hg.): Mimesis, Poiesis, Performativity in Education. Münster, New York, München, Berlin: Waxmann. 2007, S. 160 – 170
Kraus Anja: A Study of Media Influences on the Learning Strategies of Students in the First Years of Secondary School by Means of "Subtexts". Forum Qualitative Sozialwissenschaft/Forum: Qualitative Social Research, 8 (3), Art.11, 2007, http://www.qualitative-research.net/index.php/fqs/article /view/286/629
Doctoral Thesis:
Kraus Anja: Nihilismus, Sprache und Wahrnehmung. Zur Anthropologie Lacans und Merleau-Pontys. 2002, 259 S., Berlin: Freie Universität, Dissertation 2000. Zugriff unter: http://www.diss.fu-berlin.de/diss/receive/FUDISS_thesis_000000019380
Presentationer på internationella konferenser
05.04. – 09.04.2019
American Educational Research Association (AERA) ”Leveraging Education Research in a Post-Truth Era: Multimodal Narratives to Democratize Evidence”, in Toronto, Ontario. Together with Norm Friesen. Presentation: Learning-as-Experience: A Phenomenological Account of Educative Erlebnis
04.12. – 06.12.2018
5th ICPESS 2018 “New Direction of Physical Education and Health: From Theory to Implementation with Turkish and Global Perspective”, in Nevşehir/Turkey. Keynote: Tacit Dimensions of Pedagogy – Corporeality and Bildung
5.10. - 6.10.2018
10th Conference of the research network Implicit Konwing (FORIM) at the FH Technikum Vienna: “Dialogue In Dialogue with the Situation: Relationship Between Perceiving, Acting och Deciding“. Presentation: Learning as Responsivitäty. Tacit Knowing as Reference for a phenomenological Concept on Bildung
09.09. – 11.09.2018
German Society for Educational Science (DGfE), subdivision School Pedagogy: ”Transnational Perspectives on School and Education” European University Flensburg. Together with Prof. Norm Friesen (Boise State University/US). Presentation: Ways of Doing School in Sweden and America: Folkhem vs. the American Dream
25.01. – 26.01.2018
Symposium on ”Didactics and Curriculum a Complicated Dialogue” at the University of Southern Danmark. Panel on: Didactics and Curriculum a Complicated Conversation; submitted together with: Prof. Norm Friesen (Boise State University/USA); Prof. Heidrun Allert (University of Kiel/Germany), Prof. Feiwel Kupferberg (Aalborg University/Danmark). Presentation: The Pupil in Didactics and the Practice Theory Approach
22.08. - 25.08.2017
46th European Conference on Educational Research ECER 2017 Reforming Education and the Imperative of Constant Change: Ambivalent Roles of Policy and Educational Research in Copenhagen. Presentation together with Lars Palm: Displacement as a Didactical Strategy - How to use Contemporary Art Methods in School Education
23.3. – 26.3.2017
NFPF / NERA’s 45th Congress at the University of Copenhagen: Learning and Education – Material Conditions and Consequences. Presentation: Didactics and the Tacit Dimensions of Competences.
6.3. – 7.3.2017
Conference of the Commission Schulforschung und Didaktik der DGfE at the University of Frankfurt/Main. Topic Things – Items – Tasks? On the Construction and Importance of Professionalism in Teaching Research. Presentation: Specialist Competencies and Knowledge Forms. Professionalism and School in Sweden.
23.8. - 26.8.2016
45nd European Conference on Educational Research ECER 2016 Leading Education: The Distinct Contributions of Educational Research and Researchers in Dublin: Presentation NW 29 Research on Arts Education: To Explore the Pupil´s Thoughts and Experiences during the School Lessons - The Auricle as an Artificial Listener
Presentation NW 6 Media, Environments and Cultures: The Auricle as an Artificial Listener: A four country study on the Pupil´s Experiences During School Lessons
Presentation in the Symposium Feminist Ways of Being, Knowing and Teaching in the Academy 2: International Perspectives on Feminist-Inspired Pedagogies, organized by C. Taylor in NW 27 Didactics – Teaching and Learning: Gender, Pedagogy and the Postmodernist Paradigm Shift: An Exploration of Bodies from a Tacit Dimension
17.05. – 21.05.2016
6. Conference of the international scientific network Tacit Dimensions of Pedagogy at the Linnéuniversitetet Växjö. Topic: Education is Relation not Output? Scenes of Knowledge and Knowledge Acquisition. Workshop on: Gender as a Form of Tacit Knowing in the fields of Pedagogy
13.03.- 16.03.2016
25. Congress Deutsche Gesellschaft für Erziehungswissenschaft (GERA) at the Kassel University: Spaces for Education. Spaces of Education. Presentation (together with Pernilla Granklint-Enochson & Marianne Björn): On the Field of Tension of Media-Related Visual Cultures and the Demands of School – Empowering Teenage Pupils (in Sweden), and the Seeing Glasses as a Development of Camera Ethnography
9.3. – 10.3.2916
NFPF / NERA’s 44th Congress at the University of Helsinki: Social justice, equality and solidarity in education. Presentation: To Explore the Pupil´s Thoughts and Experiences during the School Lessons - The Auricle as an Artificial Listener
28.01. – 29.01.16
Praxeology & Difference in Educational Science. Conference at the Europa University Flensburg. Presentation: Zu den Phänomenologien sozialer Praktiken
27.05. – 28.05.15
Linnæus-Humboldt Research Forum on Comparative and International Education. Centre for Comparative and International Education. Presentation: Interrelations Between the Media-Related Visual Cultures of Children and the Demands of School – the Seeing Glasses as a Development of Camera Ethnography
4.3. – 6.3.2015
43rd Congress of the Nordic Educational Research Association (NERA): Marketisation and Differentiation in Education at the University of Gothenburg. Presentation (NW Poststructuralist Pedagogical Research): Get Beyond Generalisations - Educational Sciences as a Research on Performative Practices
Presentation (NW Curriculum Research): Quality development, Learning, Competences and Assessment - The Individualisation of Social Responsibility
Presentation (NW Gender and Education): `Gender´ as a Tacit Dimension of Pedagogy
23.10. - 24.10.2014
Teachers Matter - But How? International Conference at Linnæus University Växjö. Presentation: The Performative Play as a Generic Competence
10.10. – 11.10.2014
5th Symposium of the International Scientific Network Tacit Dimensions of Pedagogy at the European Humanities University Vilnius, Lithuania in cooperation with Prof. Dr. Tatiana Shchyttsova (European Humanities University, Vilnius). Topic: Situated Practices of Exclusion and Inclusion. Presentation: Scientific Practices of Exclusion, Chairing
02.09. – 05.09.2014
42nd European Conference on Educational Research (ECER) The Past, the Present and Future of Educational Research in Europe in Porto, Portugal. Presentation at NW 29: Research on Arts Education: Working on Gazes – An Example for Artistic Research: Reviewing
Presentation at NW 6: Media, Environments and Cultures: Seeing Glasses – Developing Video Ethnography by Digital Means; Reviewing
Presentation within the symposium on Enacting Material Change in Education: Turning Feminist Theory into Practice, organized by C. Taylor at NW 27 Didactics – Teaching and Learning: Together with Ass. Prof. Anna Lund: `Gender´ as an Analytical Tool in Pedagogy
12.03.2014
Discussant at Digital Media and Education. The Role of Media in the Daily Life of Marginalized Young People in Brazil, Russia, India, and Europe (Research Forum) DGfE-Conference Berlin Traditionen und Zukuenfte
05.03 - 07.03.2014
40th Congress of the Nordic Educational Research Association (NERA): Education for Sustainable Development at the University of Lillehammer. Presentation (NW Arts, Culture and Education): The Subject the Art of Sustainability, Thematic Profile of a Researching School - Example of an Official Project of the UN-Decade Education for a Sustainable Development of UNESCO 2012
Presentation (NW Poststructuralist Pedagogical Research): To Model Research on Educational Practices
11.09.2013
41st European Conference on Educational Research (ECER) Creativity and Innovation in Educational Research at the Bahçeşehir University in Istanbul. Presentation (NW Research on Arts Education): Learning as Displacement and Transformation, Reviewing
Presentation (NW Open Learning: Media, Environments and Culture): The Researching School – Exploring Tacit Dimensions of Pedagogy by Virtualisations, Reviewing
19.3.-21.3.2013
Conference of the Kommission Pädagogische Anthropologie der DGfE. Topic `Bildung´ and Violence at the University of Cologne, topic: About Discourses, Sexuality and Power in Educational Institutions
5.10.2012
Conference of the Kommission Pädagogische Anthropologie der DGfE at the Museum für Kunst und Technik des 19. Jahrhunderts, Baden-Baden. Topic: Technics, topic: Techniques of Human Development: About Quality Assessment in Educational Institutions
29.09.2012
3rd Symposium of the researching network Tacit Dimensions of Teaching and Learning. Topic: Practices, Bodies and Things in Pedagogy at the University of Education Heidelberg. Topic: What is Materiality in Pedagogy?
18.9 – 21.9.2012
40th European Conference on Educational Research (ECER) The Need for Educational Research to Champion Freedom, Education and Development for All at the University of Cádiz/Spanien. Presentation (NW: Open Learning: Media, Environments and Culture): Initiating Learning – to Make the Primary Instant of Responding to the Other Visible by Means of Virtuality, Reviewing
Presentation: The Difference between the Implicit, the Performative, the Mimetic and the Corporeal Dimensions of Pedagogy
Presentation (NW: Didactics): Informal Learning as a Challenge for School Development – Operationalizing the Tacit Dimensions of Democracy Education
16.4.2012
3rd International Conference Design for Learning. Exploring Learning Environments at the University of Aarhus. Topic: The Sensitive Threshold – a Means for Medial Transformation of Meanings and its Reconstruction
09.3.2012
40th Congress der Nordic Educational Research Association (NERA): Everyday life, Education and their Transformation in a Nordic and Globalized Context at the University of Aarhus: Within the framework of network 23 Poststructuralist Pedagogical Research Symposium on The Tacit Turn in Pedagogy
Topic (NW Poststructuralist Pedagogical Research): The Difference between the Implicit, the Performative, the Mimetic and the Corporeal Dimensions of Pedagogy, chairing
17.09.2011
Symposium of the scientific network Tacit Dimensions of Pedagogy at the Free University Berlin on Praxeology as a Challenge in Pedagogy. Topic: Praxeology and Phenomenology – a Difficult Relationship, chairing
09.09.2011
10th Conference of the European Sociological Association on Social Relations in Turbulent Times at the University of Geneva. Topic: Not What, but How is Tacit?
26.03.2011
Symposium of the scientific network Tacit Dimensions of Pedagogy at the Free University Berlin on Tacit Dimensions of Pedagogy. Topic: Learning as Transformation, chairing
10.03.2011
39.Congress of theNordic Educational Research Association (NERA) on Rights and Education at the University of Jyväskylä/Finland. Presentation (NW Arts, Culture and Education): Performing Knowledge, chairing
25.02.2011
Conference of the scientific network Implicite Knowing (FORIM) at the University of Budapest. Topic: Learning in the Mode of Transformation
21.01.2011
Conference at the University of Hildesheim on `Was der Fall ist´ – Fallarbeit in Bildungsforschung und Lehrerbildung. Topic: Doing Reseach on Cases within Cases
26.8.2010
European Conference on Educational Research (ECER) 2010 at the University of Helsinki on Education and Cultural Change. Presentation (NW Didactics): Modelling the Relation of Compe-tence and Performance
20.5.2010
Conference of the Centre for Studies in Practical Knowledge, at the Södertörn University, Sweden Bodily Phenomenology. Topic: Pre-Predicative Aspects of Ethics
12.3.2010
38th NERA (Nordic Educational Research Association) Congress at the University of Malmö on Active Citizenship. Presentation (NW Arts, Culture and Education): The Unforeseeable in Pedagogical Situations as a Challenge for Didactics
23.2.2010
Conference at the University of Hildesheim on `Bildung´ und individuelle Förderung in Kindertageseinrichtungen und Grundschulen. Topic: To Initiate the Development of Competences by a Performative Didactics
29.10.2009
6th Central and Eastern Europe Conference on Phenomenology at the University of Vilnius on In statu nascendi: Phenomenology, Pedagogy, Psychotherapy. Topic: The `Constitution-Phenomenologic´ Approach to Children Studies
2.10.2009
Symposium at the University of Graz, Institut für Schulpädagogik on Körpersprache im Unterricht. Leibliche Kommunikation als Dimension unterrichtlicher Praxis. Topic: The performative Play as a Mode of Perceiving and Assimilating
30.9.2009
European Conference on Educational Research (ECER) 2009 at the University of Vienna on Theory and Evidence in European Educational Research in Vienna, together with Prof. Bernd Hackl (Graz/Austria) and Prof. Dr. Anna-Lena Østern (Trondheim). Presentation (NW: Open Learning: Media, Environments and Culture): The Medial Transformation of Meanings and it’s Reconstruction
4.4.2009
Interdisciplinary Conference at the University of Hagen on Strategien der Ausgrenzung – Exkludierende Effekte staatlicher Politik und alltäglicher Praktiken in Bildung und Gesellschaft. Perspektiven der Erziehungswissenschaft und der Sozialwissenschaften auf Integration und Segregation. Topic: Experiences of Difference at the Sensitive Threshhold in the Entrance Hall of Rütli-School/Berlin. 6.3.2009
NERA (Nordic Educational Research Association) Conference at the University of Trondheim on Literacy as Worldmaking. Presentation (NW Arts Culture and Education): Corporal Linkages between Ethics and Aesthetics.
2.10.2008
Conference of the Kommission Pädagogische Anthropologie der DGfE at the University of Frankfurt am Main Die Bildung des Körpers. Topic: Learning as a Mode of Attention
10.9.2008
European Conference on Educational Research ECER 2008 on From Teaching to Learning? at the University of Gothenburg, together with Prof. Dr. Anna-Lena Østern (Trondheim). Presentation (NW: Open Learning: Media, Environments and Culture): The Interactive Installation >Sensitive Threshold< – A Study of Collaborative Art Work and Transformative Learning Processes
29.2.2008
Conference of the Sektion Jugendsoziologie der DGfE at the University of Education Ludwigsburg on Zum Verhältnis von Jugendsoziologie und Pädagogik. Topic: Pupil Research at the Interface of Youth and School Research
4.10.2007
Conference of the Kommission Pädagogische Anthropologie der DGfE et al. at the Free University of Berlin on Das Imaginäre der Geburt. Topic: Giving Birth: Constitution of Corporeality. An Art Project
20.7.2007
InSEA at the University of Heidelberg on Art Education and Development Congress. Topic: (Doing) Art as an Interdisciplinary Didactical Principle
23.3.2007
Congress at the University of Bremen on Wozu das Theater? Bundesweiter Kongress zum Stand des Darstellenden Spiels in der Schule. Specialist at Forum 1 Theater spielen bildet! Und wie?. Statement: KulturPISA – a Challenge for Profiling the Esthetical Subjects in School
30.11.2006
University of Koblenz/Landau, Primary Education. Topic: Giving the Body a Voice. The performative Play as a Didactical Path to the Corporeality of the Pupils.
