Iris Clemens

Bio: Iris Clemens is an academic researcher from University of Bayreuth. The author has contributed to research in topics: Globalization & Grounded theory. The author has an hindex of 4, co-authored 30 publications receiving 63 citations. Previous affiliations of Iris Clemens include Free University of Berlin.

Unpacking recognition and esteem in school pedagogies

Abstract: The article focuses on pedagogical practices of recognition and esteem (Wertschatzung) and on the question of how those practices can be appropriately studied and epistemologically grasped. The investigation involves an inner-city elementary school in a socio-economically problematic district. With regard to the communication forms in this specific school, we identify specific practices which constitute a culture of recognition and esteem that provides a reference framework and performative space to those involved. But what does a culture of recognition and esteem designate? Three heuristic categories have been developed as a result of our study in order to better describe and define the phenomenon: (1) the act of recognition and esteem, (2) the creation of an atmosphere of recognition and esteem and (3) the practices of shaping a culture of recognition and esteem. We analyse the verbal, non-verbal and performative aspects of communication within the context of schooling. The data were produced as part of...

Decolonizing knowledge : starting points, consequences and challenges

Abstract: The call for the decolonization of knowledge refers to both its colonization and contingency and puts the focus on the multiplicity of knowledge. This contradicts European-North-American thinking and definitions of knowledge. Consequently, to advance an epistemological decolonization of knowledge, the actual process of defining knowledge will be analysed and the multiplicity of perspectives stressed at the epistemological level. Using Indian epistemology as an example, I will work out differences in definitions of knowledge and therefore basic diversifications in describing and explaining the emergence of knowledge. Truth-value-neutral forms of knowledge in particular challenge dominant European-North-American philosophical definitions, which incontrovertibly include assumptions of true or false knowledge. An interesting overlap between some Indian epistemologies and postcolonial theories can be observed with regards to the central role of the contextualization of knowledge production and the socially embodied nature of scientific knowledge in general. If the incentives gained are to be taken seriously, the consequences for educational science in general as well as educational practices must be discussed. According to the findings of organizational theory, emphasis on diversification and complication is also seen as an opportunity for the emergence of fresh meaning. Referring to Helen Verran’s concept of generative tension as a sign of collective creativity, encounters between diverse forms of knowledge and epistemological principles are seen as sources of creative processes and prerequisite for the emergence of new positions, perspectives etc., and thus as incubators for innovations.

Education as a moral issue? Reconstruction of the subjective theories of education in India

Abstract: Triggered by some recent large scale assessments, the study aims at reconstructing the meaning of education in an urban Indian sample in Hyderabad while investigate the subjective theories on education. Knowledge sociology and modern system theory (Luhmann) where used as theoretical framework. The sampling strategy and the methodical procedure follows the grounded theory (Glaser and Straus). In order to obtain as much indigenous cultural material as possible, cultural connotations of education are collected in a first step by an association method using the local language (Telugu). In the next step the individual construction of the meaning of education was sampled by narrative biographical interviews. Data analysis focused upon the moral meaning of education in the Indian sample, particularly on the construction of self-commitment. It was found that on the semantic level education in India indeed has the structure of self-commitment for persons who have access to education. Additionally the finding indicates, that there is no support for the generally held assumptions about the collectivistic orientation of Indian culture as represented by the sample. (DIPF/Orig.)

Dead aid: why aid is not working and how there is another way for Africa

Abstract: TGG Contact info 3 This past October MSU and the Social Science, RCAH, Lyman Briggs and James Madison Colleges .had the privilege of hosting the 36th Annual AIS Conference, INTERDISCIPLINARY PUBLIC PROBLEMS, THE GLOBAL COMMUNITY AND DIVERSITY. Scholars, students and other professionals had the opportunity to present and learn about the field of interdisciplinary studies in many different contexts. Topics and discussions ranged from global warming to same –sex marriage to interdisciplinary teaching and learning, an interdisciplinary view at comics .

Doing visual ethnography : images, media and reporesentation in research

Abstract: Introduction PART ONE: THINKING ABOUT VISUAL RESEARCH The Visual in Ethnography Photography, Videos, Cultures and Individuals Planning and Practising Visual Methods Appropriate Uses and Ethical Issues PART TWO: PRODUCING KNOWLEDGE Photography in Ethnographic Research Video in Ethnographic Research Classifying and Interpreting Photographic and Video Materials PART THREE: VISUAL IMAGES AND TECHNOLOGIES IN ETHNOGRAPHIC REPRESENTATION Ethnographic Photography and Printed Text Video in Ethnographic Respresentation Electronic Text

Forschung zur Digitalisierung in der Kulturellen Bildung

Abstract: Munchen : kopaed 2019, 236 S. - (Kulturelle Bildung und Digitalitat; 1) Padagogische Teildisziplin: Empirische Bildungsforschung; Medienpadagogik;