No. 7 (2021): Schule und Normativität. Kompetenzen gelingender Lebensführung in Lehrer:innenbildung und Schule

In its seventh issue, again conceived as a thematic issue, the heiEDUCATION Journal focuses on the connection between school and normativity. From a disciplinary heterogeneous perspective, normative expectations are examined with which schools are confronted in the context of a broader educational mission and the progressive transformation into places of learning and living. The epistemological interest of the considerations, which are situated at the interface of subject-specific science and subject-specific didactics, is the suitability of such expectations for the development of competences for a successful way of life, their embedding in educational policy discourses and the question of the extent to which a problematic quality can be attributed to normative educational claims. The contributions are subdivided into three thematic areas according to the characteristics of normativity in the education sector addressed by the authors:

1) self-responsible behaviour (health education)

2) conscious consumption decisions (education for sustainable development)

3) social responsibility and social commitment on the part of pupils in connection with role requirements for teaching staff (political education in the field of tension between self-positioning and the requirement of neutrality).

Taken as a whole, the texts suggest that the conflict-laden negotiation of the triad of political activation, sustainability and health care poses considerable challenges for schools, which teacher education must also take into account.

In the course of an editorial reorientation, issue 7 of the heiEDUCATION Journal features the newly introduced section "Forum", which gives space to initiative submissions beyond the thematic focus.