Team

Chair holder

Prof. Dr. Arnd-Michael Nohl

AMN
Room:
2310
Phone:
+49406541-2795
Visitor address
Helmut-Schmidt-University
building H1
Holstenhofweg 85
22043 Hamburg
Postal address
Helmut-Schmidt-University
Faculty of Humanities and Social Sciences
Chair for Education Science, especially Systematic Education Science
P.O. Box 70 08 22
22008 Hamburg

1968
born in Gießen, raised in Herborn (Hesse)

1989 to 1995
Studies of Educational Science, Psychology and Islamic Studies at the University of Heidelberg, the Hacettepe University Ankara and the Free University Berlin

1995
Graduation with the Magister Artium

1996 until 1998
Participant in the DFG Research Training Group “Identity Research” at the Martin Luther University Halle-Wittenberg (temporarily associated participant)

1997
Research assistant in the DFG project “Young People in Groups” (Head: Ralf Bohnsack)

1997 until 2001
Research associate in the Qualitative Educational Research Unit, Department of Education and Psychology, Freie Universität Berlin

2000
Doctorate in Philosophy at the Free University, supervised by Ralf Bohnsack and Christoph Wulf (second examiner). Publication title of the dissertation: “Migration and the Experience of Difference. Young natives and migrants in reconstructive milieu comparison”.

2001 to 2004
Research assistant at the Chair of Foundatios of Education (Prof. Marotzki) of the Institute of Educational Science at Otto-von-Guericke-University Magdeburg

2004 until 2006
Junior professor for intercultural education at the Free University of Berlin

2006
Habilitation at the University of Magdeburg with a thesis on “Bildung and Spontaneity. Phases of change processes in three ages of life. Empirical Reconstructions and Pragmatistic Reflections”.

since 5/2006
Full Professor for Educational Science, especially Systematics of Education, at Helmut Schmidt University

1/2007 until 12/2008
Member of the Academic Senate of Helmut Schmidt University

1/2009 until 12/2010
Member of the Faculty Council

17.12.2009
Call to the W3-Professorship for Foundations of Education at the University of Potsdam (rejected)

2.7.2010
Call to the W3-Professorship “Ethnic Heterogeneity in Education” at the University of Duisburg-Essen (rejected)

6.7.2016
Call to the W3 professorship “Systematic Educational Science” at the University of Hamburg (declined)

since 1/2019
Dean of Studies for Educational Science

7/2019-9/2019
Visiting Faculty Fellow at the Centre for Global Studies, University of Victoria, British Columbia

since 4/2020
Member of the DFG Review Board 109 Educational Science and Educational Research

Publicationlist Nohl


Assoc. Prof. Dr. Kemal İnal

Assoc. Prof. Dr. Kemal İnal
Room:
2311
Phone:
+49406541-2307
Visitor address
Helmut-Schmidt-University
building H1
Holstenhofweg 85
22043 Hamburg
Postal address
Helmut-Schmidt-University
Faculty of Humanities and Social Sciences
Chair for Education Science, especially Systematic Education Science
P.O. Box 70 08 22
22008 Hamburg

1964
born in İzmir, Turkey

1987
graduated from Ege University, Faculty of Literature, Department of Sociology

1989-2001
Research assistant at the Faculty of Educational Sciences in Ankara University

1992
Master’s degree at Middle East Technical University, Department of Sociology, Ankara

1998
PhD degree at Ankara University, in Sociology of Education

2001-2001
Assistant Professor at the departmant of social anthropology in Ankara University

2001-2004
Independent researcher in Strasbourg, France

2006
Associate Professorship from Higher Education Council of Turkey

2006-2007
Associate Professor at the Department of Sociology, Abant İzzet Baysal University in Bolu

2007-2016
Associate Professor, Department of Public Relations and Advertisement at the Faculty of Communication, Gazi University in Ankara

August 2020 – July 2022
Guest Researcher at Helmut Schmidt University

Books in English

İnal, Kemal. and Güliz Akkaymak (eds), (2012). Neoliberal Transformation of Education in Turkey. Political and Ideological Analysis of Educational Reforms in the Age of AKP, New York: Palgrave MacMillan.

Gezgin, Ulaş Başar; İnal, Kemal; Hill, Dave. (eds.) (2014). The Gezi Revolt. People’s Revolutionary Resistance against Neoliberal Capitalism in Turkey, Brighton: Institute for Education Policy Studies.

Articles in English

İnal, Kemal., Güliz Akkaymak and Deniz Yıldırım, “The Constructivist Curriculum Reform in 2004 in Turkey-In fact what is the constructed?”, (2014). Journal of Critical Education Policy Studies, (2): 350-373.

İnal, Kemal. (2014), “The Cultural Integration of Turkish Immigrant Workers and Their Children into the Host Society: An Intergenerational Comparison in the Context of Western European Countries”. Akdeniz Üniversitesi İletişim Dergisi, (22): 74-94.

İnal, Kemal. (2015), “The Origins of Revolutionary Critical Education in Turkey”, Journal for Critical Education Policy Studies, (3): 29-49.

İnal, Kemal. (2015). “Paternalistic model of child: a comparison  between late Ottoman Society and early Republic of Turkey”, Eurasian Journal of Anthropology,  6 (2): 65-80.

İnal, K. and Nohl, A.-M. (2018) “The Asylum Issue and Political Mass Education in Turkey: How the Government Imposed the Acceptance of Syrian Refugees on Turkish Citizens”, Eurasian Journal of Anthropology, 9 (1): 1-17.

Book Chapters in English and German

İnal, Kemal. (2010). “Critical Pedagogy: a modern emancipatory approach to and in education” In:Innovation in Education of Landscape Architecture through  multi-disciplinary dialogue: Exploration of in between pedagogy, science and practice languages “together”. Workshop held by Bilkent University, 2009, Ankara, TÜBİTAK, pp.150-157.

İnal, Kemal. (2011), “AKP, Bildungsreform und Anpassung an den globalen Wandel” In: Arnd-Michael Nohl and Barbara Pusch (Eds.), Bildung und gesellschaftlicher Wandel in der Türkei-Historiche und aktuelle Aspekte, Würzburg: Velag in Kommission, pp. 45-78.

İnal, Kemal. (2012). “Educational Politics of AKP: The Collapse of public education in Turkey”, In: Kemal İnal and Güliz Akkaymak (eds), Neoliberal Transformation of Education in Turkey. Political and Ideological Analysis of Educational Reforms in the Age of AKP, New York: Palgrave, pp.17-30.

İnal, Kemal ve Öztürk, H. Tuğba. (2013), “Resistance in Turkey” In: Dave Hill (Ed.), Immiseration Capitalism and Education: Austerity, Resistance and Revolt, Brighton: Institute for Education and Policy Studies, pp. 206-221.

İnal, Kemal. (2014), “Big bourgeoisie and education in Turkey: A Critical Analysis of Turkish Industry and Business Association’s Education Reports”, In: Kostas Skordoulis and Dave Hill (eds.) Critical Education at the Crossroads. Selected Papers, 2nd International Conference on Critical Education, 10-14 July 2012, Greece, Athens: Nissos, pp.117-132.

İnal, Kemal. and Başar Gezgin, Ulaş. (2017), “Reclaiming the City, Reclaiming The Rights: The Commons and the Omnipresence of Resistance”, In: Butler, Martin, and Paul Mecheril. Resistance: Subjects, Representations, Contexts. Bielefeld: [transcript], pp. 101-116.

İnal, Kemal. (2017). “Die Kurdisch-Politik der AKP- Ära in den Jahren 2002-2016” In: Paul Mecheril et al. (edit.) Sprache(n) und Diskriminierung in (Hoch-) Schule und Gesellschaft. Linguizismuskritik als international-interdisziplinäre Perspektive, Translated by İnci Dirim, İstanbul: Yeni İnsan.

Conference Presentations in English

İnal, Kemal. (2009), “Critical Pedagogy: a modern emancipatory to and in education” In: Landscape architecture-multiculturality-education, Paper submitted to the workshop “Innovation in Education of Landscape Architecture through multi-disciplinary dialogue: Exploration of in between pedagogy, science and practice languages “together”, 2008, Bilkent University, Ankara.

İnal, Kemal., Güliz Akkaymak and Deniz Yıldırım, “The Constructivist Curriculum Reform in 2004 in Turkey-In fact what is the constructed?”, Paper submitted to the XIV World Congress of Comparative Education Societies, Istanbul 2010, 14-18 June, Boğaziçi University, İstanbul.

İnal, Kemal. (2012). “The ideal Turkish Child in terms of Paternalism. The model of Terbiyeli Çocuk”, Paper submitted to the Symposium Paternalismus in der (sprachbezogenen) Ervachsenenbildung, 19-20 Jänner 2012, Vienna, Austria. (Keynote Speaker)

İnal, Kemal. “Big Bourgeoisie and Education in Turkey. A Critical Analysis of Turkish Industry and Business Association’s Education Reports”, Paper submitted at 2nd International Conference on Critical Education, 10-14 July 2012, Athens, Greece.

İnal, Kemal. and Ünal Özmen, “Neo-liberal Education in Turkey. Marketization of Primary and Secondary education materials”, Paper submitted at 2nd International Conference on Critical Education, 10-14 July 2012, Athens, Greece.

İnal, Kemal. “Reclaiming the City: Reasons, Agents and Forms of Resistance in Urban Contexts”, Paper submitted at the Conference of Resistance. Subjects, Representations, Contexts, November 6-8, 2014, Carl Von Ossietzky University, Oldenburg, Germany.

Ulaş Başar Gezgin, Welat Ay, and Kemal İnal, “Gezi Resistance as a Transformational Educational Milestone: Urban Movements and Revolutionary Critical Education”, Paper submitted at the Conference of Resistance. Subjects, Representations, Contexts, November 6-8, 2014, Carl Von Ossietzky University, Oldenburg, Germany.

International Projects in English

İnal, Kemal. “Linguicism-critical perspectives on everyday relevant multilingualism and national education (systems)”, The Erasmus IP Project, 2012-2013, Participating Institutions: University of Vienna (Prof Dr İnci Dirim), University of Tartu (Asist. Lecturer Olga Orehhova), Esslingen University (Prof. Dr. Claus Melter), Carl von Ossietzky University of Oldenburg (Prof. Dr. Paul Mecheril), ELTE University of Budapest (Dr. Ilona Feld-Knapp), Akdeniz University (Asist. Prof. Emine Uçar İlbuğa), Gazi University (Assoc. Prof. Kemal İnal as partner in the project).

Books

İnal, Kemal. (1996). Eğitimde İdeolojik Boyut (Ideological Dimension of Education), Ankara: Doruk Yayınevi.

İnal, Kemal. (2004). Eğitim ve İktidar-Türkiye’de Ders Kitaplarında Demokratik ve Milliyetçi Değerler (Education and Power: Democratic and Nationalist Values in Secondary School Textbooks), Ankara: Ütopya Yayınevi.

İnal, Kemal. (2006). Modernizm ve Çocuk. Geleneksel, Modern ve Postmodern Çocukluk İmgeleri (Modernism and Children: Traditional, Modern and Postmodern Images of Children), Ankara: Sobil yayınları.

İnal, Kemal. (2007). Çocuğun Örselenen Dünyası. Çocukluk ve Çocuk Eğitimi Üzerine Eleştirel Yazılar (The disturbed world of children: Critical essays on childhood and child education), Ankara: Sobil yayınları.

İnal, Kemal. (2008). Eğitim ve İdeoloji (Education and Ideology), İstanbul: Kalkedon.

İnal, Kemal. (ed.). (2010). Türkiye’de Çocuk Emeği (Working Children in Turkey), Ankara: Ütopya yayınları.

İnal, Kemal. (2012). Dil ve Politika (Language and Politics), Ankara: Ütopya yayınları.

İnal, Kemal. (Der.) (2013). Gezi, İsyan, Özgürlük. Sokağın Şenlikli Muhalefeti, (The Gezi Park Revolt: The Festive Language on the Streets), İstanbul: Ayrıntı Yayınları.

İnal, Kemal. ve Baykal, Samet. (Der.) (2013), Kamusal Eğitime Tehdit Dershaneler (The Private Education Courses in Turkey), İstanbul: Ayrıntı Yayınları.

İnal, Kemal. (2014), Çocuk ve Demokrasi (Children and Democracy), İstanbul: Ayrıntı Yayınları.

Değirmencioğlu, Serdar. ve İnal, Kemal. (eds.) (2015), Yükseköğretimin Serbest Düşüşü: Özel Üniversiteler (Critique of Private Higher Education in Turkey), İstanbul: Ayrıntı Yayınları.

İnal, Kemal., Sancar, Nuray. ve Başar Gezgin, Ulaş. (Yay. Haz.), (2015) Marka, Takva, Tuğra. AKP Döneminde Kültür ve Politika (Critique of Cultural Policies of the current ruling party AKP of Turkey), İstanbul: Evrensel Basım Yayın.

İnal, Kemal. (2016). Medya Okuryazarlığı (Media Literacy), Ankara: Ütopya Yayınları, 2nd edition.

İnal, Kemal. (2018). Çocuk Hakları ve Siyaset (Child Rights and Politics), İstanbul: Yeni İnsan.

İnal, Kemal., Beşler, Efe., Talu, Batur. (eds.) (2018). OHAL’de Hayat. KHK’liler Konuşuyor (Life in state of emergency in Turkey), İstanbul: Belge.

İnal, Kemal. (2019). Öğretmen ve İktidar. Öğretmenliğin İnşasında Özneleşme, Çelişki ve Dönüşüm (Teachers and Power), Ankara: Töz Yayınları.

İnal, Kemal. (2019). Türkiye’de Eğitim ve Politika. Muhafazakâr ve Neoliberal Eğitimin Eleştirisinden Alternatif Demokratik Eğitime (Education and Politics in Turkey), Ankara: Töz Yayınları.

İnal, Kemal. ve Akkaymak, Güliz (der.). (2019). Türkiye’de Eğitimin Neoliberal Dönüşümü. AKP Dönemindeki Eğitim Reformlarının Politik ve İdeolojik Analizi, çev. A. Demirci, Ankara: Töz Yayınları.

Book Chapters

İnal, Kemal. (2008). “Medya Okuryazarlığı” (Media Literacy), Bilimin Işığında Medya Seminerleri, Ankara: Gazi Üniversitesi İletişim Fakültesi, pp.123-136.

İnal, Kemal. (2009), “AKP’nin Neoliberal ve Muhafazakâr Eğitim Anlayışı” (Neoliberal and Conservative Educational Perspective of AKP), AKP Kitabı. Bir Dönüşümün Bilançosu, (der. İ. Uzgel ve B. Duru), Ankara: Phoenix yayınları, pp.689-719.

İnal, Kemal. (2010). “Tören Devleti. Türkiye’de Ulusal Bayramların Törenselliği ve Ritüelleri” (The Ceremonial State: National Ceremonies and Rituals in Turkey), In: Mete K. Kaynar (ed.), Rejim ve Ritüelleri, Ankara: Özgür Üniversite Kitaplığı, pp. 185-210.

İnal, Kemal. (2011). “Çocuklar niçin medya okuryazarı olmalı?” (Why children should be media literate?) In: M. Ruhi Şirin (yay haz.), Çocuk Hakları ve Medya, İstanbul: Çocuk Vakfı yay.,pp. 417-426.

İnal, Kemal. (2012). “Geleceğin Eğitim Sosyolojisi” (Educational Sociology in the near future) In: İsmail Doğan (ed.), Eğitim Sosyolojisi: Dün, Bugün, Yarın, Ankara: Nobel, pp. 35-42.

İnal, Kemal. (2012). “Mine Tan’ın Eğitim Sosyolojisi” (Educational Sociology of Prof Mine Tan), In: İsmail Doğan (ed.), Eğitim Sosyolojisi: Dün, Bugün, Yarın, Ankara: Nobel, pp.259-282.

İnal, Kemal. (2012). “Saffet Bilhan’ın Eğitim Sosyolojisi Anlayışı” (Educational Understanding of Saffet Bilhan), In: İsmail Doğan (ed.), Eğitim Sosyolojisi: Dün, Bugün, Yarın, Ankara: Nobel, pp. 295-302.

İnal, Kemal. ve Murat Kaymak, (2014), “Toplum ve Eğitim İlişkisinin Bilimi: Eğitim Sosyolojisi” (The science of relation between society and education: Educational Sociology) In: M. Çağatay Özdemir (ed.), Eğitim Sosyolojisi, Ankara: PegemA, pp. 2-36.

İnal, Kemal. “Gezi: Tanım, Fail ve Roller” (The Gezi Revolt) In: Kemal İnal (ed.) (2013). Gezi, İsyan, Özgürlük. Sokağın Şenlikli Muhalefeti, İstanbul: Ayrıntı Yayınları.

İnal, Kemal. (2013), “Özel Dershaneleri Kapatmak” (The private education courses in Turkey) In: Kemal İnal ve Samet Baykal (ed.) Kamusal Eğitime Tehdit Dershaneler, İstanbul: Ayrıntı Yayınları.

İnal, Kemal. (2014), “Tarihsel-Siyasal Bir Analiz Çerçevesinde Okul. ‘Kamusal Demokratik Okul’ Üzerine Bir Ön Taslak” (The school in the historical perspective), In: Tülin Şener (ed.), Okul Kültürü ve Çocuk, VII. Ulusal Çocuk Kültürü Kongresi Bildirileri, 17-19 Ekim 2012, Ankara, Ankara Üniversitesi Çocuk Kültürü Araştırma ve Uygulama Merkezi Yayınları No: 20, pp. 64-109.

İnal, Kemal. (2015), “Üniversiteyi Pazarlamak! Reklam ve Tanıtım Aracı Olarak Özel Üniversitelerin Web Sayfaları” (The advertisements of Turkish Private Universities on Web Sites), In: S. Değirmencioğlu ve K. İnal (der.), Yükseköğretimin Serbest Düşüşü: Özel Üniversiteler, Ayrıntı Yayınları, İstanbul, pp. 248-279.

İnal, Kemal. (2015), “Piyasa ve Muhafazakârlığın Elinde Araçsallaşan Eğitim” (Conservative Education and Market in Turkey) In: Meryem Koray ve Aziz Çelik (eds.), Himmet, Fıtrat, Piyasa. AKP Döneminde Sosyal Politika, İstanbul: İletişim, pp. 55-76.

İnal, Kemal. (2015), “Sınıf, Kültür ve AKP” (Social Class, Culture and AKP) In: Kemal İnal, Nuray Sancar ve Ulaş Başar Gezgin (eds.), Marka Takva Tuğra. AKP Döneminde Kültür ve Politika, İstanbul: Evrensel Basım Yayın, pp. 42-47.

İnal, Kemal. (2015), “AKP’nin Müslüman Mahallesinde Komplolar” (The Conspiracy Language of AKP) In: Kemal İnal, Nuray Sancar ve Ulaş Başar Gezgin (eds.), Marka Takva Tuğra. AKP Döneminde Kültür ve Politika, İstanbul: Evrensel Basım Yayın, pp. 199-215.

İnal, Kemal. (2015), “AKP’nin Bitmeyen Pedagojik Sınavı” (Education in the age of AKP), In: Kemal İnal, Nuray Sancar ve Ulaş Başar Gezgin (eds.), Marka Takva Tuğra. AKP Döneminde Kültür ve Politika, İstanbul: Evrensel Basım Yayın, pp. 458-471.

İnal, Kemal. (2015), “Gezi’nin Politik Bakiyesi” (The Effects of Gezi Revolt in Turkey), In: Gencer Çakır ve Özgür Başpınar Aktükün (eds.), Gezi Tartışmaları. İsyanın Dünü, Bugünü ve Yarını, Ankara: Ütopya, pp. 178-199.

Articles in refeered Journals

İnal, Kemal. “Osmanlı İmparatorluğu’ndan Günümüze Dinin Eğitim Üzerindeki Etkileri” (The effects of religion on education from the Ottoman Empire onwards), Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 1999/32 (1-2):161-193.

İnal, Kemal. “Paternalist Politikanın İdeal Türk Çocuğu” (The Ideal Turkish Child of Paternalistic Politics), Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 1999/32 (1-2):195-212.

İnal, Kemal. “Modern Çocuk Oyunlarının Araçsallaştırılması” (Instrumentalization of Modern Games of Child), Folklor/Edebiyat, 2001/7 (28): 17-32.

İnal, Kemal. “Avrupa’daki ‘Türk Kültürü’” (Turkish Culture in Europe), Folklor/Edebiyat, 2003/4 (36):

İnal, Kemal. (2005). “Çocuksu Masumiyetten Plastik Paradoksa. Oyuncağın Kısa Tarihi” (The Short History of Toy), Kebikeç, 2005 (19): 253-275.

İnal, Kemal. ” Kapitalizm, Modernizm ve Çocuk Hakları” (Capitalism, Modernism and Children Rights), İnsan Hakları Araştırmaları, 2005 (5):229-246.

İnal, Kemal. “Türkiye’de Devlet Destekli Sivil Toplum Örgütlerinin Eğitimde Eşitsizliğe Yaklaşımları” (The Approachs of the Turkish State-Oriented NGOs to the Educational Inequality), Sivil Toplum, 2005 (12): 39-50.

İnal, Kemal. “Yeni İlköğretim Müfredatının Felsefesi” (Philosophy of Primary School Curriculum in Turkey), Muhafazakâr Düşünce, 2006 (5):75-92.

İnal, Kemal. “Neoliberal Eğitim ve Yeni İlköğretim Müfredatının Eleştirisi” (Neoliberal Education and Critique of New Primary School Curriculum in Turkey), Praksis,  2005 (14): 265-284.

İnal, Kemal. “ ‘Türk Medyası’nda Egemen Çocukluk İmgesi” (The Dominant Image of Child on Turkish Media), Sivil Toplum, 2006 (16):7-19.

İnal, Kemal. “Kente Göç ve Entegrasyon: Avrupa’daki Göçmen Türk İşçilerin Yaşamında Gelenek ve Modernlik” (Migration to the cities and Integration Problem: Tradition and Modernity in Turkish migrant workers’ life in Europe), Sivil Toplum, 2007 (17-18): 85-100.

İnal, Kemal. “Türkiye’de Toplumbilim Kitaplarında İletişime Verilen Yer” (The Place of Communication in Sociology Textbooks in Turkey), İletişim. Kuram ve Araştırma Dergisi, Gazi Üniversitesi İletişim Fakültesi, 2007 (25): 57-83.

İnal, Kemal. “Türkiye’de Geçmişten Günümüze Din Politikaları ve Eğitime Etkileri” (Historical Policies of Religion and Its Effects on Education in Turkey), Dem Dergi, Değerler Eğitimi Merkezi Dergisi, 2007 (2):12-17.

İnal, Kemal. “Kürt Sorununun Önemli Bir Boyutu Olarak Dil. AKP Döneminde Kürtçenin Kamusallaşması” (Language as an Important Dimension of Kurdish Question in Turkey), Eğitim Bilim Toplum Dergisi, 2012 (37):76-112.

İnal, Kemal. “AKP’nin Reform Mantığı ve ‘4+4+4’ün İdeo-Pedagojik Eleştirel Analizi” (Critique of AKP’s Educational Reforms in Turkey), Eğitim Bilim Toplum Dergisi, 2012 (39): 78-92.

İnal, Kemal. “Türkiye’de Büyük Burjuvazi ve Eğitim. Türkiye Sanayici ve İş adamları Derneği’nin Eğitim Raporlarının Eleştirel Analizi” (Big Bourgeoisie and Education in Turkey), Eğitim Bilim Toplum Dergisi, 2012 (49): 27-64.

İnal, Kemal. “Terbiyeli Çocuk’tan Dindar Nesil’e-AKP’nin Çocuk Politikası” (Religious Child Policy of AKP), Folklor/Edebiyat, 2016/3 (87): 31-56.

İnal, Kemal. (2018). “AKP Döneminde Kürt Dili Politikaları” (Policies of Kurdish Language in the age of AKP) , Eğitim Bilim Toplum Dergisi, 16(61): 97-151.

İnal, Kemal. (2020). “Türkiye’de Kürtçe Konuşan İnsan Olmak: Bir “Yaşam Alanı” Olarak Kürtçe” (Speaking Kurdish in Turkey), Eğitim Bilim Toplum Dergisi (In Print).

Non-refereed academic articles

İnal, Kemal. “Durkheim’ın Eğitim Anlayışı”, (Durkheim on Education) Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 1992/24 (2): 511-518.

İnal, Kemal. “Bazı Paradigmalarda Eğitim ve Özgürlük İlişkisi” (Education and Freedom in Different Paradigms) Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 1993/25 (2): 795-820.

İnal, Kemal. ” Sosyolojik Açıdan Yorumcu (Interpretative) Paradigma ve Eğitime Uygulanması” (Interpretative Paradigm and Its Practice in Education), Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 1995/27 (1): 211-242.

İnal, Kemal. “Eğitim Sosyolojisinde Yorumcu Paradigma’nın Eleştirisi” (Critique of Interpretative Paradigm in Sociology of Education), Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 1997/27 (2): 679-690.

İnal, Kemal. “Modern Çocukluk Paradigması” (Paradigm of Modern Childhood), Cogito, 1999 (21):63-87.

İnal, Kemal. (2016), “Politik Perspektif, Yeni Koşullar, Farklı Eğitim Bağlamı” (Education in the new but different context), Alternatif Eğitim, (1): 209-222.

İnal, Kemal. (2016). “Eğitim İle Sınanmak ve Öğretmen Akademisi” (Teacher’s Academy), Alternatif Eğitim, (2): 57-82.

İnal, Kemal. (2916). “Bir Fenomen Olarak Kemalettin Tuğcu” (A Turkish popular writer on childhood), Alternatif Eğitim, (3): 209-216.

İnal, Kemal. (2017). “Türkiye’de Okulda Din Eğitimi-Sorunlar, Eleştiriler ve Perspektifler” (Problems of Course of Religion in Turkish Schools), Alternatif Eğitim, (4): 11-27.

İnal, Kemal. (2017). “Öğretmen Emeği: Niteliksel Değişimlere İlişkin Sistemik Denetimlerin Eleştirel Bir Analizi” (Labour of Teachers: A Critical Analysis), Alternatif Eğitim, (5): 28-40.

İnal, Kemal. (2017). “Oyunun Değişen Felsefesi ve Eğitime Etkileri” (Changing Philosophy of Child Games and its Effects on Education), Alternatif Eğitim, (6): 45-66.

İnal, Kemal. (2017). “Galatasaray Lisesi” (Galatasaray High School in İstanbul) igh School in İstanbul)HHhh, Alternatif Eğitim, (7): 57-61.

İnal, Kemal. ve Gezgin, Ulaş Başar. (2017). “Medyada Suriyeli Sığınmacılar Söylemi-Bir İkna Çalışmasının Analizi” (The discourse on Syrian Refugees in Turkish Media), Alternatif Eğitim, (7): 245-284.

İnal, Kemal. (2018). “Dezavantajlı Öğrencilerin Eğitimi: Alternatif Eğitim Yöntemlerinin Kullanımı” (Education for Disadvantaged Children), Alternatif Eğitim, (8): 21-40.

İnal, Kemal. (2018). “Alternatif Öğretmenliğin Epistemolojik Koşullarını Oluşturmak” (Constructing the Epistemological Dimension of Being Alternative Teacher), Alternatif Eğitim, (9): 37-86.

Some other popular articles

İnal, Kemal. (1999). “Aklın akıldışıyla mücadelesi” Challenge to the Reason), Cumhuriyet Kitap, Sayı:478, Nisan.

İnal, Kemal. (1999). “Sözelliğe geri dönüş” (Return to the Oral Culture), Virgül, Sayı:38, Temmuz.

İnal, Kemal. (2000). “Postmodern pedagojinin çelişkileri” (Contradictions of Postmodern Pedagogy), Evrensel Kültür, Sayı:97, Ocak.

İnal, Kemal. (2000). “Marx ve Weber” (Marx and Weber), Evrensel Kültür, Nisan, Sayı:100.

İnal, Kemal. (2000). “Sosyal Bilimler ve Bilim-İdeoloji Ayrımı” (Scoail Sciences and Science-Ideology Distinction), Evrensel Kültür, Haziran, Sayı:102.

İnal, Kemal. (2000).  “Hermenuitik” (Hermeneutics), Evrensel Kültür, Sayı:105, Eylül.

İnal, Kemal. (2001). “Postmodern Akademik Cemaatler” (Postmodern Academic Communities), Evrensel Kültür, Sayı:112, Nisan.

İnal, Kemal. (2002). “Ailenizin Televizyonuna Ne Oldu?” (What happened to your Family’s Television?), Evrensel Kültür, Sayı:122, Şubat.

İnal, Kemal. (2002). “Aydınlanma, Postmodernizm ve Üniversite” (Enlightenment, Postmodernism and University), Evrensel Kültür, Sayı:123, Mart.

İnal, Kemal. (2002). “Dine postmodern yaklaşımın çelişkileri” (Contradictions of the postmodern approach to religion), Virgül, Mart, Sayı:46.

İnal, Kemal. (2002). “İstanbul: Gerçek ve İmaj”(Istanbul: Reality and Image), Evrensel Kültür, Sayı:124, Nisan.

İnal, Kemal. (2002). “Irkçılık ve Azgelişmişlik”, Evrensel Kültür, Sayı:126, Haziran.

İnal, Kemal. (2003). “Yoksul Dünyaların Zengin Antropolojisi”, Virgül, Sayı:59, Şubat.

İnal, Kemal. (2003). “Kültürün Siyasal Hali”, Evrensel Kültür, Sayı:135, Mart.

İnal, Kemal. (2003). “Batı, Akıl ve İlerleme”, Virgül, Ekim.

İnal, Kemal. (2009). “Ayrımcılığa Karşı Kültürlerarası Pedagoji”, Virgül, Sayı: 130, Eylül-Ekim, s.12-15.

Kemal İnal, (2008). “Türk Medyası Çocuğu Nasıl İmgeliyor?” Patika, Temmuz-Ağustos-Eylül, Sayı:62, ss.3-4.

Kemal İnal, (2009). “Eleştirel Pedagoji: Ezilenler için Eğitim”, Eleştirel Pedagoji, Sayı:1, Ocak-Şubat, ss.2-10.

Kemal İnal, (2009). “Ayrımcılığa Karşı Kültürlerarası Pedagoji”, Virgül, Sayı: 130, Eylül-Ekim 2009, s.12-15.

Kemal İnal, (2010). “Meslek Lisesi, Sınıf Meselesi”, Eleştirel Pedagoji, Sayı:7, Ocak-Şubat, ss.35-40.

Books

Postman, Neil. (1995). Çocukluğun Yokoluşu (The Disappearance of Childhood), çev. K. İnal, Ankara: İmge Kitabevi Yayınevi.

Turner, Bryan S. (2001). Statu, (Status) çev. K. İnal, Ankara: Ütopya Yayınevi, Gözden Geçirilmiş ve Düzeltilmiş İkinci Baskı.

Parker, Ian. ve Spears, Russell. (der.), (2001). Psikoloji ve Toplum-Radikal Teori ve Pratik, (Psychology and Society-Radical Theory and Practice) çev. K. İnal, Ankara: Rastlantı Yayınları.

Parker, David. (yay. haz.) (2003). Batıda Devrimler ve Devrimci Gelenek, 1560-1991, (Revolutions and Revolutionary Tradition in the West, 1560-1991) çev. K. İnal, Ankara: Dost Yayınevi.

Jameson, Fredric. (2005). Kültürel Dönemeç, (The Cultural Turn, Selected Writings on Postmodern, 1983-1998) çev. K. İnal, Ankara: Dost Yayınevi.

Desjeux, Dominique. (2005). Sosyal Bilimler, (Les Sciences Sociales) çev. K. İnal, Ankara: Dost Yayınevi.

McGraw, Jay. (2007). Gençler İçin Hayat Stratejileri, (Life Strategies for Teens) çev. K. İnal, Ankara: Fark yay.

Bilton, Tony. vd. (2008). Sosyoloji (Sociology), Kemal İnal: Çeviri editörü ve bölüm çevirmeni, Ankara: Siyasal Kitabevi.

McLaren, Peter. ve Jaramillo, Nathalia. (2009). Pedagoji ve Praksis, (Pedagogy and Praxis in the Age of Empire) çev. K. İnal ve K. Asar, İstanbul: Kalkedon yay.

Kincheloe, J. (2018). Eleştirel Pedagoji Critical Pedagogy. Reader), çev. K. İnal, İstanbul: Yeni İnsan.

Avcı, Bülent. (2020). Neoliberalizm, Matematik Eğitimi ve Sınıf Mücadelesi. Bir Amerikan Kolejinde Eleştirel Matematik Eğitimi Deneyimi (Critical Mathematics Education Can Democratic Mathematics Education Survive under Neoliberal Regime?), , çev. K. İnal, Ankara: Töz Yayınevi

Ireland, Timothy. (2020). Gramsci ve Halk Eğitimi. Brezilya Deneyimi Üzerine Düşünceler (Antonio Gramsci and Adult Education: Reflections on the Brazilian Experience), Ankara: Töz.

Nohl, Arnd-Michael ve Somel, R. Nazlı. (2020). Eğitim ve Sosyal Dinamikler. Türkiye’de Müfredat Değişikliğinin Örgütsel Bir Analizi (Education and Social Dynamics: A Multilevel Analysis of Curriculum Change in Turkey (Studies in Curriculum Theory), çev. K. İnal-E. Acar, Ankara: Töz Yayınevi (In print).

Articles

Rust, Val D. (1993). “Postmodernizm ve eğitime yansımaları” (P0stmodernism and its effects in education), Birikim, çev. K. İnal, Mayıs, Sayı:49.

Bowles, Samuel. (1999). “Eşitsiz Eğitim ve Toplumsal İş bölümünün Yeniden Üretimi” (Unequal Education and Reproduction of Social Division of Labour) , Eğitim ve Yaşam, çev. K. İnal, Bahar.

Shapiro, H. Svi. (2000). “Kapitalist Toplumda Eğitim ve Devlet-Nicos Poulantzas’ın Görüşleri” (Education and State in Capitalist Society-Views of Nichos Poulantzas), Öğretmen Dünyası, çev. K. İnal, Sayı:242, Şubat.

Works Presented in National Conferences

İnal, Kemal. (1993). “GAP’a Yönelik Sosyo-Kültürel Yaklaşımların Eleştirel Bir Değerlendirmesi” (Critical Analysis of the Approaches on GAP as a Socio-Cultural Project in the East of Turkey), (24-28 Eylül 1990’da Ankara’da düzenlenen Eğitim Bilimleri Birinci Ulusal Kongresi’ne sunulan tebliğ), Eğitim Yönetimi ve Planlaması ve Halk Eğitimi, Ankara: Milli Eğitim Basımevi.

İnal, Kemal. (2006). “Türkiye’de Çocukluk: Nereye!” (Child Rights in Turkey), II. Uluslararası Çocuk ve İletişim Kongresi “İletişimin Çocuğa Etkisi”, 4-6 Nisan 2005, İstanbul Üniversitesi İletişim Fakültesi, Cilt 1, İstanbul.

İnal, Kemal. (2006). “Çocukluğun ‘Göçmenlik Hali’. Strasbourg’da Türk İşçi Ailelerinin Çocukları” (Migration and Children in France), II. Uluslararası Çocuk ve İletişim Kongresi “İletişimin Çocuğa Etkisi”, 4-6 Nisan 2005, İstanbul Üniversitesi İletişim Fakültesi, Cilt 2, İstanbul.

İnal, Kemal. (2009). “AKP, Eğitimde Reform ve Küresel değişime Uyarlanma” (AKP and Educational Reform in terms of globalization), 11. Ulusal Sosyal Bilimler Kongresi, Ankara, ODTÜ, 9-11 Aralık 2009.

Kemal İnal, (2011). “Türkiye’de Yaygın Basında Diyarbakırspor’un Temsili” (A Representation of a Kurdish Oriented Football Team in the Mainstream Media of Turkey) In: N. Adabağ, R. İnanç, İ. Nalbantoğlu ve Z. Sayın (Yay. Haz.), Tüm Yönleriyle Diyarbakır 2. Sempozyumu, Ankara: Diyarbakır Tanıtma, Kültür ve Yardımlaşma Vakfı Yayınları No:11, ss. 289-307.

İnal, Kemal. ve Murat Kaymak, “Eğitim Sosyolojisi Ders ve Giriş Kitapları Üzerine Tematik Bir Analiz” (An Analysis of the Textbooks on Sociology of Education), I. Uluslar arası Eğitim Sosyolojisi Sempozyumunda (10-11 Mayıs 2012 Ankara) sunulan Bildiri.

İnal, Kemal. (2012), “Çocuklar İçin Medya Okuryazarlığı İhtiyacı” (The Need of Media Literacy for Children), Uluslararası Katılımlı Çocuk İhtiyaçlarının Belirlenmesi Sempozyumunda (18-19 Mayıs 2012, Ankara) sunulan Bildiri.

İnal, Kemal. (2012). “Okul Nedir? Demokratik Kültür Bağlamında Eleştirel Pedagojik Bir Analiz” (School in the Historical Context), 17-19 Ekim 2012 tarihlerinde Ankara Üniversitesi Çocuk Kültürü Araştırma ve Uygulama Merkezi (ÇOKAUM) tarafından düzenlenen 7. Ulusal Çocuk Kültürü Kongresinde sunulan bildiri.

İnal, Kemal vd., “Eğitimi Demokratikleştirmek” (Democratizing Education), 4-6 Ekim 2012 tarihlerinde Ankara Üniversitesi Eğitim Bilimleri Enstitüsü tarafından düzenlenen Kamusal Eğitim Sempozyumunda sunulan Çalışma Raporuna ait bildiri.

Projects

İnal, Kemal., Ural, Ayhan., Toy, Banu Yücel., Türk, Eylem G. (Uzman Gurubu). Spor Yönelimli Sosyal Eğitim Programı (Sports Oriented Social Programme of Education), Uluslararası İlham Projesi, Ankara, 2012.

Master’s

Tülin Bacaksız, Medya Okuryazarlığı Dersinde Gazete ve Dergi. Türkiye’de Medya Okuryazarlığı Dersinin Öğrencilerin Gazete ve Dergi Okuma Alışkanlıklarına Olan Etkisi (Media Lİteracy in Turkish Schools), Gazi Üniversitesi Sosyal Bilimler Enstitüsü, Yüksek Lisans Tezi, 2009.

Yunus Yılan, İlköğretim Öğrencilerinin Sosyalleşmeleri ve İletişim Becerilerini Geliştirmelerinde Türk Halk Oyunlarının Rolü (The Role of Turkish Folk Dances in the Socialization and Communicaiton of Children), Gazi Üniversitesi Sosyal Bilimler Enstitüsü, Yüksek Lisans Tezi, 2009.

Nilay Akan, Gazete Reklamlarında Çocuğun Temsil Edilme Biçimleri ve Reklamların Analizi (Analysis of Advertisements in Journals for Children , Gazi Üniversitesi Sosyal Bilimler Enstitüsü, Yüksek Lisans Tezi, 2012.

Saliha Bağcı Bengisu, Halkla İlişkilerin Doğası Olarak Çalışma Yaşamında Özel Sektörde Rızanın İnşası (Construction of Consent in the Context of Public Relations),Gazi Üniversitesi Sosyal Bilimler Enstitüsü, 2016.

Ph.D.

Aslı Sezgin, Çocuklara Yönelik Yeni Medya Ortamındaki Siyasi İçeriğin Göstergebilimsel Analizi (Analysis of Media for Children), Gazi Üniversitesi Sosyal Bilimler Enstitsü, Doktora Tezi, 2013.

Elif Şeşen, Öğrenci Hareketleri ve Medya: Geçmişten Günümüze Dil ve Tarih-Coğrafya Fakültesi Örneğinde Medyanın Öğrenci Hareketlerine Bakışı (Student Movement and Media), Gazi Üniversitesi Sosyal Bilimler Enstitüsü, 2015.

Brochures

İnal, Kemal.  Özmen, (2012), Eğitimde Standart ve Performans (Standardization in Education and Performance), Ankara: Eğitim sen yay.


Dr. Sarah Thomsen

Dr. Sarah Thomsen
Room:
2311
Phone:
+49406541-2307
Visitor address
Helmut-Schmidt-University
building H1
Holstenhofweg 85
22043 Hamburg
Postal address
Helmut-Schmidt-University
Faculty of Humanities and Social Sciences
Chair for Education Science, especially Systematic Education Science
P.O. Box 70 08 22
22008 Hamburg

1998
Graduation from high school (Berlin)

2001
Intermediate diploma in Industrial Design; at University of the Arts (Universität der Künste – formerly: Hochschule der Künste), Berlin

2008
Diploma in Educational Science (with an emphasis von Adult Education); Free University (Freie Universität), Berlin

2004-2006
Pedagogical employee in the open children’s and youth facility „Falkenburg“, SJD – Die Falken, Berlin (Lichtenberg)

2008-2015
Scientific collaboration in several research projects under the direction of Prof. Arnd-Michael Nohl:
– „Cultural Capital during Migration“; research project funded by the VW Foundation
– Two consecutive research projects funded by the German Research Foundation (DFG): „Bildung – Transformation und Tradierung im Zusammenhang von Individualität und Kollektivität“ [Education/‘Bildung‘ – Transformation and Transmission/Tradition in the Context of Individuality and Collectivity] and „Lernorientierungen diesseits und jenseits des Bildungsprozesses – der biographisch kontextuierte Aufbau von Wissen und Können“ [Learning Orientations in the Context of the Transformational Process (of ‚Bildung‘) – The Biographically Contextualized Development/Generation of Knowledge and Skills]
I also wrote my doctoral thesis in the context of the two projects mentioned above.

Since 2011
Lecturer of method workshops on the Documentary Method

2014-2020
Coordinator and lecturer of workshops on the Documentary Method offered by „ces e.V.“ – Centre for Qualitative Evaluation and Social Research

July 2017
Defense of my doctoral thesis (equivalent to PhD) on the subject of biographical processes of the transformation of the habitus (‚Bildung‘) in the context of social protest movements
[German title: „Biographische Bildungsprozesse im Kontext sozialer Protestbewegungen – Empirische Typisierungen und normativitäts- und bildungstheoretische Reflexionen“]

2017-2018
Research assistant at the professorship for Educational Science, in particular: Systematic Pedagogy, at the Helmut Schmidt University in Hamburg

2018-2020
Research assistant in the project “transform – Transformative Processes of ‚Bildung‘ in Performative Arts Education/Cultural Education Projects” at the professorship for Adult Education at Potsdam University

Since march 2020
Training as an MBSR teacher (Mindfulness-Based Stress Reduction)

since July 2020
Research assistant at the professorship for Educational Science, in particular: Systematic Pedagogy, at the Helmut Schmidt University in Hamburg

  • Reconstructive Social Research, in particular by using the Documentary Method
  • Research on Education/‘Bildung‘ and Biography
  • Social Movements
  • Education and Health
  • Pedagogy of the ‘Mind-Body Relationship’
  • Cultural Education

Current Research Project:
Sarah Thomsen‘s current research project deals with the pedagogy of the mind body relation in various courses from the context of stress management and health prevention – MBSR, Autogenic Training, etc.

On the one hand, the practices of teaching and learning move into the center of attention in these courses. Another focus is on the experiences and processes of the participants in the courses concerned.

Monographs

Thomsen, S. (2019). Bildung in Protestbewegungen. Empirische Phasentypiken und normativitäts- und bildungstheoretische Reflexionen. Wiesbaden: Springer VS.

Nohl, A.-M., Rosenberg, F. v., & Thomsen, S. (2015). Bildung und Lernen im biographischen Kontext. Empirische Typisierungen und pragmatistisch-praxistheoretische Reflexionen. Wiesbaden: Springer VS.

Thomsen, S. (2009). Akademiker aus dem Ausland – Biographische Rekonstruktionen zur Statuspassage in den Arbeitsmarkt. Berlin: Logos-Verlag.

Papers

Nohl, A.-M. & Thomsen, S. (2021). Biographieforschung und Dokumentarische Methode. In D. Nittel, H. von Felden & M. Mendel (Eds.), Handbuch Erziehungswissenschaftliche Biographieforschung und Biographiearbeit. Beltz: Juventa [forthcoming].

Thomsen, S. (2021). Lernen und Bildung vor dem Hintergrund der Dokumentarischen Methode und der kritischen Subjektwissenschaft. In A. Hartmann, K. Kleinschmidt, E. Schüler (Eds.), Subjekte Kultureller Bildung. Empirische Forschung zu Bildungs- und Probenprozessen in Tanz, Theater und Performance. München: kopaed.

Thomsen, S. (2020). Zur Tradierung in der Transformation – Woran knüpft die Habitustransformation an? In S. Amling, A. Geimer, S. Rundel & S. Thomsen (Eds.), Jahrbuch Dokumentarische Methode. Heft 2/2020. Berlin: Centrum für qualitative Evaluations- und Sozialforschung e.V. (ces).

Ludwig, J. & Thomsen, S. (2020). Bildungsprozesse von Teilnehmenden in Tanz-, Theater- und Performance-Projekten. In S. Timm, J. Costa, C. Kühn & A. Scheunpflug (Eds.), Kulturelle Bildung. Theoretische Perspektiven, methodologische Herausforderungen und empirische Befunde. Münster, New York: Waxmann.

Thomsen, S. & Amling, S. (2019). Empirische Beispiele der Bildungsforschung mit der Dokumentarischen Methode. In D. Zifonun, L.-M. Schmidt & J.-M. Lorenzen (Eds.), Methodologien und Methoden der Bildungsforschung. Quantitative und qualitative Verfahren und ihre Verbindungen. Beltz-Juventa.

Nohl, A.-M. & Thomsen, S. (2019). Dokumentarische Methode. In: G. Jost & M. Haas (Eds.), Soziologische Biographieforschung. Handbuch zur methodischen Praxis. Verlag Barbara Budrich.

Nohl, A.-M., Rosenberg, F. v., & Thomsen, S. (2015). Bildung, Negation und Lernen. Vierteljahresschrift für wissenschaftliche Pädagogik, 91(1), S. 1-13. (Peer-reviewed)

Thomsen, S. (2011). The Phases of Transformational Learning of Adults in New Social Movements in Germany. In 2011 Seminar of ESREA Research Network ‘Between Global and Local: Adult Learning and Development’ – Positioning and Conceptualizing Adult Education and Learning within Local Development. Istanbul: Boagzici University Press.

Nohl, A.-M. & Thomsen, S. (2011). Jenseits organisierter politischer Bildung: selbstläufige pädagogische Prozesse im Horizont des Politischen. Jounal für politische Bildung, Heft 3/11, Wochenschau Verlag.

Thomsen, S. (2010). Von der Jugendkultur zur politischen Positionierung. Bildung als jugendliches Sich-Einfinden in eine politische Grundorientierung im Kontext von sozialen Bewegungen. Neue Praxis, Nr. 3/2010. (Peer-reviewed)

Thomsen, S. (2010). Mehr als weak ties. Zur Entstehung und Bedeutung von sozialem Kapital bei hochqualifizierten Bildungsausländern. In A.-M. Nohl, K. Schittenhelm, O. Schmidtke & A. Weiß, Kulturelles Kapital in der Migration: Hochqualifizierte Einwanderer und Einwanderinnen auf dem Arbeitsmarkt. Wiesbaden: VS.

Nohl, A.-M., Ofner, U. S., & Thomsen, S. (2010). Statuspassagen von gleichberechtigten hochqualifizierten Bildungsausländer(inne)n in den deutschen Arbeitsmarkt. In A.-M. Nohl, K. Schittenhelm, O. Schmidtke & A. Weiß, Kulturelles Kapital in der Migration: Hochqualifizierte Einwanderer und Einwanderinnen auf dem Arbeitsmarkt. Wiesbaden: VS VS.

Thomsen, S. (2008). Die Entstehung und Bedeutung von sozialem Kapital – ein transnationaler Vergleich zur Arbeitsmarktinklusion akademisch qualifizierter Migrant(inn)en. Unpublished working paper.

Nohl, A.-M., Ofner, U. S., & Thomsen, S. (2007): Statuspassagen von gleichberechtigten hochqualifizierten Bildungsausländer(inne)n in den deutschen Arbeitsmarkt: Zur Verwertung von Wissen und Können im Kontext migrationsbezogener Orientierungen. Cultural Capital During Migration Research Paper No 3. Verfügbar unter: www.cultural-capital.net.

Editorships

Amling, S., Geimer, A., Rundel, S. & Thomsen, S. (Hrsg.) (2020). Jahrbuch Dokumentarische Methode. Heft 3/2020. Berlin: Centrum für qualitative Evaluations- und Sozialforschung e.V. (ces). https://doi.org/10.21241/ssoar.70843

Amling, S., Geimer, A., Rundel, S. & Thomsen, S. (Hrsg.) (2020). Jahrbuch Dokumentarische Methode. Heft 2/2020. Berlin: Centrum für qualitative Evaluations- und Sozialforschung e.V. (ces). https://doi.org/10.21241/ssoar.70843

Amling, S., Geimer, A., Schondelmayer, A., Stützel, K. & Thomsen, S. (Hrsg.) (2019). Jahrbuch Dokumentarische Methode. Heft 1/2019. Berlin: Centrum für qualitative Evaluations- und Sozialforschung e.V. (ces). https://doi.org/10.21241/ssoar.6568

„Processes of biographical transformations of the habitus in the context of new social movements in Germany“; presentation in the session “Social Protests and Biographical Implications“ on the IV ISA Forum of Sociology), online, Feb. 25th 2021

„Transformative Bildungsprozesse in performativen Projekten – Ergebnisse aus dem Forschungsprojekt ‚transform‘“ [Transformative Processes (of ‚Bildung‘) in Performative Projects – Results From the Research Project ‚transform‘]; presentation (together with Eliana Schüler and Anne Hartmann) at the closing conference of the funding guideline ‚Cultural Education‘ by the BMBF, Oct. 08-09th 2019

„Zur Tradierung in der Transformation – Woran knüpft die Habitustransformation an?“ [On Transmission/Tradition in the Transformation Process – What Does the Transformation of the Habitus Tie in with?]; plenary lecture at the annual meeting of „ces e.V.“ – centre for qualitative evaluation and social research, Sept. 16-18th 2019

„Bildung und Subjektivierung im Kontext von Protestbewegungen“ [‚Bildung‘/Education and Subjectification in the Context of Protest Movements]; presentation in the session „Bildung/Subjektivierung im Kontext von sozialen Bewegungen“ [‚Bildung‘/Subjectification in the Context of Social Movements] on the 26th Congress of the the German Educational Research Association (GERA; in German: DGfE), 2018, March 18th-21st 2018

„Das Biographische im Politischen – Zur biographischen Dimension politischer Orientierungen im Kontext sozialer Bewegungen“ [The Biographical (Aspect) in the Political – On the Biographical Dimension of Political Orientations in the Context of Social Movements]; presentation on the annual meeting of the ‚Section Biographical Research‘ in the German Sociological Association (DGS) on the subject „Das Politische im Biographischen“ [The Political (Aspect) in the Biographical], Nov. 16-17th 2017

„Bildungsprozesse in Protestbewegungen – Betrachtungen zwischen Normativität und Rekonstruktion“ [Educational Processes (of ‚Bildung‘) in Protest Movements – Considerations between Normativity and Reconstruction]; presentation at the conference of the „Max-Weber-Kolleg“ on „Protest and the Transformation of Self Relations. Educational and Sociological Perspectives“, April 21st-23rd 2016

„Von der Jugendkultur zur politischen Positionierung – Bildung als adoleszente Einfindung in politische Orientierungen im Kontext sozialer Bewegungen“ [From Youth Culture to Political Positioning – ‚Bildung‘/Education as Adolescent Familiarization with Political Orientations in the Context of Social Movements];  presentation at the spring meeting of the Section ‚Bildung and Education/Upbringing“ of the German Sociological Association (DGS) in Essen, June 17-18th, 2010

11/2020: „Typenbildung mit der Dokumentarischen Methode“; zweitägiger Workshop im Rahmen des centrum für qualitative evaluations- und sozialforschung e.V., Berlin; mit Dr. Kevin Stützel

02/2020: Workshop zu Dokumentarischer Methode und Forschung zur Kulturellen Bildung, im Rahmen des 5. Forschungstages des Arbeitskreises Kritische Theaterpädagogik; am Institut für Performative Künste und Bildung der Hochschule für Bildende Künste Braunschweig

11/2019: „Dokumentarische Interpretation von Interviews“; zweitägiger Workshop im Rahmen des centrum für qualitative evaluations- und sozialforschung e.V., Berlin; mit Dr. Maike Wäckerle

08/2019: „Komparative Analyse mit der Dokumentarischen Methode“; Workshop an der DocAG im Rahmen von GRADE Uni Frankfurt; mit Dr. Kevin Stützel

11/2018: „Dokumentarische Interpretation von Interviews“; zweitägiger Workshop im Rahmen des centrum für qualitative evaluations- und sozialforschung e.V., Berlin; mit Dr. Maike Wäckerle

08/2018: „Komparative Analyse mit der Dokumentarischen Methode“; Workshop an der DocAG im Rahmen von GRADE Uni Frankfurt; mit Dr. Kevin Stützel

06/2018: „Die Dokumentarische Methode und ihre Forschungspraxis“; eintägiger Workshop an der Professur für Erwachsenenbildung/Weiterbildung u. Medienpädagogik der Universität Potsdam

02/2018: „Die Dokumentarische Methode und ihre Forschungspraxis“; eintägiger Workshop im Rahmen des TUD-Sylber Graduiertenforums der TU Dresden

02/2018: „Dokumentarische Methode“; zweitägiger Workshop am Institut für Sportwissenschaft und Motologie der Universität Marburg; mit Prof. Dr. Arnd-Michael Nohl

11/2017: „Dokumentarische Interpretation von Interviews“; eintägiger Workshop im Rahmen des centrum für qualitative evaluations- und sozialforschung e.V., Berlin; mit Dr. Adeline Hurmaci

10/2016: „Die Dokumentarische Methode und ihre Forschungspraxis“; zweitägiger Workshop für die Graduate School der Fakultät Wirtschafts- und Sozialwissenschaften der Universität Hamburg“; mit Dr. Heike Kanter

03/2016: „Dokumentarische Interpretation von Interviews“; eintägiger Workshop im Rahmen des centrum für qualitative evaluations- und sozialforschung e.V., Berlin; mit Dr. Denise Klinge

07/2015: „Dokumentarische Interpretation von Interviews“; eintägiger Workshop im Rahmen des centrum für qualitative evaluations- und sozialforschung e.V., Berlin

08/2011: „Workshop zur dokumentarischen Interpretation“; zweitägiger Workshop für die Forscher*innengruppe zum Thema „Rauschtrinken“ an der Professur für Erziehungswissenschaft mit dem Schwerpunkt Sozialpädagogik; mit Prof. Dr. Arnd-Michael Nohl

  • Vorstandsmitglied des ces e.V. – centrum für qualitative evaluations- und sozialforschung
  • Mitglied in der DGfE – Deutsche Gesellschaft für Erziehungswissenschaften


Dr. Steffen Amling

Dr. Steffen Amling
Room:
2318
Phone:
+49406541-3204
Visitor address
Helmut-Schmidt-University
building H1
Holstenhofweg 85
22043 Hamburg
Postal address
Helmut-Schmidt-University
Faculty of Humanities and Social Sciences
Chair for Education Science, especially Systematic Education Science
P.O. Box 70 08 22
22008 Hamburg

Herr Amling befindet sich vom 1.1.2021 bis 30.6.2021 in Elternzeit. Für Prüfungsangelegenheiten, die seine bereits abgelaufenen Lehrveranstaltungen betreffen, ist er nach wie vor per Email erreichbar.

Steffen Amling studied Modern German Literature, Psychology and Political Science at the Freie Universität in Berlin (Magister Artium 2006) and subsequently received his PhD from the Department of Education & Psychology at the same university (Dr. phil. 2014). In his work as a research assistant in different contexts he focused on the following topics: migration, integration and education (Università di Firenze 2006-2007); the production of belonging in adolescent peer groups (Freie Universität Berlin 2008-2013/PhD); the learning orientations of teachers in elementary schools (Helmut Schmidt University Hamburg 2013-2015); the appropriation and negotiation of hegemonic subject figures in professional politics and in the area of art (University of Hamburg 2015-2017).

  • Processes of learning in and of (especially pedagogical) organizations
  • Research on professions and professionalization
  • Social inequality in educational contexts
  • Theory and methodology of reconstructive social research

Steffen Amling’s current research project deals with forms and conditions of learning in organizational contexts.

Peer-refereed journal contributions

Amling, Steffen (2019c): Der angehende Lehrerhabitus des Herrn B. – Zugänge zum Datum #1 der ersten Ausgabe der Zeitschrift datum & diskurs aus der Perspektive der Dokumentarischen Methode. datum & diskurs. datum & diskurs. 1, (Okt. 2019), 1-16. URL: Bd. 1 (2019): datum & diskurs #1

Geimer, Alexander/Amling, Steffen (2019): “Be authentic”: Authenticity norms in German politics and self-idealizations of members of the Bundestag. The Qualitative Report, 24 (6), 1287-1308. URL: https://nsuworks.nova.edu/tqr/vol24/iss6/7

Amling, Steffen (2019b): Logiken der Praxis im Parlament. Empirische Rekonstruktionen von Orientierungsrahmen von Bundestagsabgeordneten. Soziale Welt, Jahrgang 70 (1) 2019, 32-58.

Amling, Steffen (2019a): Lernprozesse beim Übergang in die Berufspolitik. Empirische Befunde und theoretische Reflexionen. Vierteljahresschrift für wiss. Pädagogik, 95/2019, 103-122.

Amling, Steffen/Geimer, Alexander (2016): Techniken des Selbst in der Politik – Ansatzpunkte einer dokumentarischen Subjektivierungsanalyse. In: Forum qualitative Sozialforschung, Volume 17, No. 3. URL: www.qualitative-research.net/index.php/fqs/article/viewFile/2630/4038

Amling, Steffen (2015): Lernorientierungen von Grundschullehrer/innen – Eine rekonstruktive Perspektive auf Formen des Kompetenzerwerbs unter den Bedingungen der Organisation Schule. In: Zeitschrift für Bildungsforschung: Band 5, Heft 3/2015, 279-294.

Amling, Steffen/Hoffmann, Nora (2013): Die soziogenetische Typenbildung in der Diskussion – zur Rekonstruktion der sozialen Genese von Milieus in der dokumentarischen Methode. In: Zeitschrift für Qualitative Forschung, Heft 2/2013, 179-198.

Contributed work

Amling, Steffen (2020): Schulorganisationen als mehrdimensionale Gebilde – Konzeptionelle und methodologische Überlegungen aus der Perspektive einer praxeologischen Wissenssoziologie. In: Asbrand, B./Hummrich, M./Idel, T.-S./Moldenhauer, A. (Hrsg.): Schultheorie und Schulentwicklung. Theoretische Perspektiven auf Veränderungsprozesse von Schule. Wiesbaden: Springer. i.E.

Thomsen, Sarah/Amling, Stefffen (2019): Empirische Arbeiten einer dokumentarischen Bildungsforschung. In: Zifon, Dariuš/Schmidt, Lisa-Marian/Lorenzen, Jule-Marie (Hrsg.): Methodologien und Methoden der Bildungsforschung. Quantitative und qualitative Verfahren und ihre Verbindungen. Weinheim u.a.: Beltz Juventa. i.E.

Amling, Steffen/Geimer, Alexander (2019): Dokumentarische Methode und praxeologische Bildungsforschung. In: Zifonun, Dariuš/Schmidt, Lisa-Marian/Lorenzen, Jule-Marie (Hrsg.): Methodologien und Methoden der Bildungsforschung. Quantitative und qualitative Verfahren und ihre Verbindungen. Weinheim u.a.: Beltz Juventa. i.E.

Amling, Steffen (2019): Lehrerhabitus und Lernen der Lehrkräfte – Eine Diskussion empirischer Studien und konzeptioneller Überlegungen. In: Kramer, Rolf-Torsten/Pallesen, Hilke (Hrsg.): Lehrerhabitus. Theoretische und empirische Beiträge zu einer Praxeologie des Lehrerberufs. Bad Heilbrunn: Klinkhardt. i.E.

Geimer, Alexander/Amling, Steffen (2019): Zur Rekonstruktion von Identitätsnormen mittels der Dokumentarischen Methode.  Das Beispiel des Ethos der Entgrenzung der Kunst. In: Bohnsack, Ralf/Hoffmann, Nora/Nentwig-Gesemann, Iris (Hrsg.): Typenbildung und Dokumentarische Methode. Opladen [u.a.]: Budrich. i.E.

Geimer, Alexander/Amling, Steffen (2019): Rekonstruktive Subjektivierungsforschung. Theoretisch-methodologische Grundlagen und empirische Umsetzungen. In: Dörner, Olaf/ Loos, Peter/ Schäffer, Burkhard/ Schondelmayer, Anne (Hrsg.): Dokumentarische Methode: Blinde Flecken und die Triangulation mit anderen Zugängen. Opladen: Barbara Budrich. i.E.

Geimer, Alexander/Amling, Steffen (2019): Subjektivierungsforschung als rekonstruktive Sozialforschung vor dem Hintergrund der Governmentality und der Cultural Studies. In: Geimer, Alexander/Amling, Steffen/ Bosančić, Saša (Hrsg.): Subjekt und Subjektivierung. Empirische und theoretische Perspektiven auf Subjektivierungsprozesse. Wiesbaden: VS. 19-42.

Amling, Steffen/Hoffmann, Nora (2019): Milieuforschung. In: Bohnsack, Ralf/Geimer, Alexander/Meuser, Michael (Hrsg.): Hauptbegriffe Qualtitativer Sozialforschung. Opladen [u.a.]: Budrich. i.E.

Amling, Steffen/Hoffmann, Nora (2018): Milieuanalyse im Kontext von dokumentarischer Methode und praxeologischer Wissenssoziologie. In: Müller, Stella (Hrsg.): Soziale Milieus in heterogenen Gesellschaften. Methodologische Perspektiven, methodische Konzeptionen und empirische Einblicke. Wiesbaden: VS. (im Erscheinen)

Amling, Steffen/Geimer, Alexander (2018): Das Wissen der Abgeordneten. Zur normativen Struktur des politischen Feldes. In: Brichzin, Jenni/Krichewsky, Damien/Ringel, Leopold/Schank, Jan (Hrsg.): Soziologie der Parlamente? neue Zugänge zur Parlamentsforschung. Wiesbaden: VS. (im Erscheinen)

Amling, Steffen (2018): Zugehörigkeiten in Organisationen. Ansatzpunkte für organisationales Lernen. In: Geramanis, Olaf/Hutmacher, Stefan (Hrsg.): Identität in der modernen Arbeitswelt. Neue Konzepte für Zusammenarbeit und Führung.  Wiesbaden: Springer Gabler. 67-82.

Amling, Steffen (2017): Formen und Umgang mit Diskrepanzerfahrungen von LehrerInnen – Reflexionen auf die dokumentarische Analyse der Organisation Schule. In: Amling, Steffen/Vogd, Werner (Hrsg.): Dokumentarische Organisationsforschung. Perspektiven einer praxeologischen Wissenssoziologie. Opladen [u.a.]: Budrich. 103-121.

Amling, Steffen (2017): Perspektiven einer dokumentarischen Organisationsforschung: Divergenzen in Forschungsperspektiven, wechselseitige Ergänzung in der Forschungspraxis? Ein Kommentar. In: Amling, Steffen/Vogd, Werner (Hrsg.): Dokumentarische Organisationsforschung. Perspektiven einer praxeologischen Wissenssoziologie. Opladen [u.a.]: Budrich. 303-313.

Geimer, Alexander/Amling, Steffen (2017): Muster und Aporien der Subjektivierung in der professionellen Politik. Zur Rekonstruktion hegemonialer Subjektfiguren im Rahmen der praxeologischen Wissenssoziologie. In: Spies, Tina/Tuider, Elisabeth (Hrsg.): Biographie und Diskurs. Methodisches Vorgehen und Methodologische Verbindungen. Wiesbaden: VS. 151-167.

Vogd, Werner/Amling, Steffen (2017): Einleitung: Ausgangspunkte und Herausforderungen einer dokumentarischen Organisationsforschung. In: Amling, Steffen/Vogd, Werner (Hrsg.): Dokumentarische Organisationsforschung. Perspektiven einer praxeologischen Wissenssoziologie. Opladen [u.a.]: Budrich. 9-40.

Amling, Steffen (2016): Blicke auf SchülerInnen – Formen und Genese der milieuspezifischen Wahrnehmungspraxis von GrundschullehrerInnen. In: Graßhoff, Gunter/Schmidt, Friederike/Schulz, Marc (Hrsg.): Pädagogische Blicke. Weinheim: Beltz/Juventa. 193-207.

Amling, Steffen (2016a): Peerkulturen. In: Kraus, Anja/Budde, Jürgen/Hietzge, Maud/Wulf, Christoph (Hrsg.): ,Schweigendes’ Wissen in Lernen und Erziehung, Bildung und Sozialisation. Weinheim: Beltz/Juventa. 401-412.

Amling, Steffen (2016): Zur Verknüpfung von rekonstruktiven und standardisierten Verfahren in der Organisationsanalyse – Methodologische Reflexionen am Beispiel eines Projekts zu Lernorientierungen von GrundschullehrerInnen. In: Göhlich, Michael/Weber, Susanne/Schröer, Andreas/Schemmann, Michael (Hrsg.): Organisation und Methode. Wiesbaden: VS. 133-142.

Kavacik, Zuhal/Amling, Steffen/Geimer, Alexander (2016): Identitätsnormen in der Kunst. Perspektiven einer dokumentarischen Subjektivierungsanalyse. In: Keller, Reiner/Raab, Jürgen (Hrsg.): Wissensforschung – Forschungswissen. Beiträge und Debatten zum 1. Sektionskongress der Wissenssoziologie. Weinheim [u.a.]: Beltz Juventa. 74-84.

Amling, Steffen (2015): Diskriminierende Praktiken Jugendlicher als Quartierseffekt? Perspektiven für Intervention und Forschung. In: El-Mafaalani, Aladin/Kurtenbach, Sebastian/Strohmeier, Klaus Peter (Hrsg.): Auf die Adresse kommt es an… Segregierte Stadtteile als Problem- und Möglichkeitsräume begreifen. Wiesbaden: VS. 147-165.

Amling, Steffen (2013): Soziale Ungleichheit als Ergebnis milieuspezifischer Anerkennungspraxis? Empirische Rekonstruktionen auf der Basis von Gruppendiskussionen mit jugendlichen Peer-Groups. In: Endreß, Martin/Berli, Oliver (Hrsg.): Wissen und soziale Ungleichheit. Weinheim: Beltz Juventa. 350-370.

Amling, Steffen/Warth, Annegret (2013): „Ich finde, wenn das nicht aus einem Menschen selbst raus kommt, hat niemand einen schlechten Einfluss auf dich“ – Empirische Rekonstruktionen der Orientierungen zu sozialer Ordnung bei Jugendlichen in Deutschland und der Türkei. In: Kreiser, Klaus/Motika, Raoul/Steinbach, Udo/Joppien, Charlotte/Schulz, Ludwig (Hrsg.): Junge Perspektiven der Türkeiforschung in Deutschland (Band 1-2013). Wiesbaden: VS. 203-226.

Amling, Steffen/Warth, Annegret (2012): Orientierungen zu Zugehörigkeit in jugendlichen Peer-Groups im internationalen Vergleich Deutschland / Türkei – ein Projektbericht. In: Ozil, Seyda/ Hofmann, Michael/Dayıoglu-Yücel, Yasemin (Hrsg.): 51 Jahre türkische Gastarbeitermigration in Deutschland. Göttingen: V&R unipress. 151-165.

Monographs

Amling, Steffen (2015): Peergroups und Zugehörigkeit. Empirische Rekonstruktionen und ungleichheitstheoretische Reflexionen. Wiesbaden: VS.

Amling, Steffen (2010): Grenzüberschreitungen. Dimensionen der Fremdheit in Emine Sevgi Özdamars „Die Brücke vom Goldenen Horn“ und Wolfgang Hilbigs „Das Provisorium“. Berlin: Logos.

Editorships

Geimer, Alexander/Amling, Steffen/Bosančić, Saša (Hrsg.) (2019): Subjekt und Subjektivierung. Empirische und theoretische Perspektiven auf Subjektivierungsprozesse. Wiesbaden: Springer.[AB1]

Amling, Steffen/Vogd, Werner (Hrsg.) (2017): Dokumentarische Organisationsforschung. Perspektiven einer praxeologischen Wissenssoziologie. Opladen: Budrich.

Project reports and evaluations

Amling, Steffen (2014): Lernorientierungen von Grundschullehrer/innen. Projektbericht. Unveröffentlichtes Manuskript. Hamburg: Helmut-Schmidt-Universität.

Zentrum für Politik, Kultur und Forschung (2008): Evaluation der Förderpraxis mit Bezug auf Projekte im Bereich „Kulturmittlung“. Auftraggeber: Quartiersmanagement Richardplatz-Süd/Berlin.

Zentrum für Politik, Kultur und Forschung (2008): Expertise zur Umsetzung des IMK-Bleiberechtsbeschlusses vom 17. November 2006. Auftraggeber: Deutsches Rotes Kreuz.

Amling, Steffen/Campani, Giovanna (2007): The Integration of Immigrant Students in European Schools: Recent Debates. Thematic report on migration and education as part of the EU-financed project ”Strategies for inclusion and social cohesion through education in Europe“ (IncludED, 2006-2011).

Amling, Steffen/Campani, Giovanna (2007): Effective Educational Strategies for the Integration of Minority Students in European Schools. Thematic report on effective educational strategies as part of the EU-financed project ”Strategies for inclusion and social cohesion through education in Europe“ (IncludED, 2006-2011).

Amling, Steffen; Georgi, Fabian; Hiscott, William; Meyer, Irina (2006): The State of the Art in the Framework Programmes’ Activities on Migration. In: Blaschke, Jochen (Hrsg.): Evaluation of Migration and Ethnicity related Projects in the 4th and 5th Framework Programme (“MigPro”). Luxembourg: Office for Official Publications of the European Communities.

Amling, Steffen; Georgi, Fabian (2005): Nation-State Building and Cultural Diversity in Germany: Country Report. In: Blaschke, Jochen (Hrsg.): Nation-State Building Processes and Cultural Diversity. Berlin: Edition Parabolis.


Philip Schelling, M.A.

Porträtphoto Philip Schelling
Room:
2311
Phone:
+49406541-2307
Visitor address
Helmut-Schmidt-University
building H1
Holstenhofweg 85
22043 Hamburg
Postal address
Helmut-Schmidt-University
Faculty of Humanities and Social Sciences
Chair for Education Science, especially Systematic Education Science
P.O. Box 70 08 22
22008 Hamburg

Since 2019
lecturer for the „Centrum für qualitative Evaluations- und Sozialforschung e.V.“

Since 2018
PhD candidate at the Faculty of Humanities and Social Sciences at the Helmut-Schmidt-Universität, Professorship of Educational Science, notably Systematic Pedagogy (Prof. Dr. Arnd-Michael Nohl)

2017-2018 Student Assistant at the University of Hamburg, Department of Social Sciences, Professorship for Social Process and Social Change (Prof. Dr. Sighard Neckel)

2017-2018 Student Assistant at the Faculty of Humanities and Social Sciences at the Helmut-Schmidt-Universität, Professorship of Educational Science, notably Systematic Pedagogy. (Prof. Dr. Arnd-Michael Nohl)

2015-2017 Student Assistant in the DFG-Project „Aporien der Subjektivierung“ under the direction of Dr. Alexander Geimer

2014-2018 Master of Arts Sociology at the University of Hamburg

2010-2013 Bachelor of Arts Social Work at the Frankfurt University of Applied Sciences

  • Reconstructive Social Research
  • Political Sociology
  • Empirical Subjectivation Research
  • Social Movements, notably Fridays for Future

Schelling, Philip (2019): Zur Organisation von Parteien – Über die Verordnung von Gemeinschaft und die asymmetrische Herstellung von Konsens. In: Amling, Steffen/ Geimer, Alexander/ Schondelmayer, Anne-Christin/ Stützel, Kevin/ Thomsen, Sarah (Hrsg.): Jahrbuch Dokumentarische Methode 1. Online unter: https://www.ssoar.info/ssoar/handle/document/65693


HSU

Letzte Änderung: 21. April 2021