Tatjana Zimenkova

Sprache, Objektkultur und Religion sind drei – immer wieder verwobene – Gebiete, in denen Kultur, Gesellschaft  und Politik verhandelt werden. Es geht um Kommunikation versus Abgrenzung, Gesprächsverweigerung und Vorurteilsbildung, um Teilen ( shar ing) und Partizipation versus Vereinnahmung und Segregation, um Zugehörigkeit versus Ausgrenzung, um Vielfalt versus Deutungsmacht. Sprache, Objektkultur und Religion sind daher Felder, deren Vermittlung unmittelbar mit Fragen der Navigation von Viel-falt und Heterogenität gekoppelt und durch diese bedingt ist. Doch werden diese Felder im interdisziplinären Dialog bisher kaum aufeinander bezogen. Die AG Sprache, Objekt-kultur und Religion – Neuverortung im transkulturellen Deutschland im Kontext von Do-Profi L bringt Psycholinguistik, Politikwissenschaft , Th eologie und Kunstgeschichte mit-einander ins Gespräch. Sie arbeitet fachwissenschaft lich, interdisziplinär und diskursiv, um ihren Beitrag zu mehr Bildungsgerechtigkeit und Partizipation im transkulturellen Deutschland zu leisten.

Draft instrument for detecting post-Soviet and post-authoritarian dependencies in social sciences and humanities education. in: - Tatjana Zimenkova (ed.) (2014) InterDisciplines: "Still an issue? Approaching and challenging post-socialist and post-authoritarian education: difficulties, routines and innovations of empirical research". Vol.5, Issue 2

The orientation toward global issues emerges as an integral part of educational practices and policies in many parts of the world. Often curricula and educational materials produce a harmonious picture of responsible citizens, easily switching between different loyalties and obligations and profiting from globalization processes. This picture is challenged by questions of nation-state interests, and citizens’ responsibilities and loyalties. This chapter elaborates empirically on the questions of what modes of self-perceptions, loyalties, and responsibilities the Russian curricula and educational programs suggest to the learner with the depiction of global issues. The chapter differentiates between global learning as opposed to political global citizenship education. By reflecting on power in the analysis, I point to the roles ascribed to the learning citizens in the two different conceptions, articulate some questions those conceptions raise, and argue for global citizenship education as political education (Zimenkova 2012), a form of education addressing learners’ agency, rights, and duties in a global context.

Logo of Bielefeld University. Publications at Bielefeld University. PUB. University from AZ. University: uni.news; About us; Faculties / Departments; Research; Studying in Bielefeld; Library; Service and Administration; Culture. | International: ...

Zimenkova, T. 2011. “Between European and National Citizenship Identities: Challenges, Problems and soft Practices of Identity Building in Educational Policies”, in: JL Sales Marques, R. Seidelmann , & A. Vasilache (Eds.), States, Regions, and the Global System. Europe and Northern ...

ABSTRACT European societies increasingly implement diversity education as part of citizenship education (CE) curricula in order to provide young people with skills for dealing with diversity. This article analyses the policies and practices of diversity education at both the level of the European Union and the Council of Europe, and on the level of nation states, focusing on Germany and Russia as examples. In Europe, diversity education at schools simultaneously pursues two separate goals: on the one hand, teaching materials and education policies generate a grand narrative of celebrating European diversity. On the other, those same materials and policies stipulate that issues of inequality are to be dealt with separately. Thus, within European citizenship, diversity education and inequalities are often decoupled. Conceptualizing diversity in terms of heterogeneities and inequalities, this article reveals the ways in which diversity and inequalities are decoupled in citizenship and civic education and asks what happens when diversity is treated only as a matter of celebration. Examining blog posts from LGBTQ youth who are minority learners who experience exclusion, the article demonstrates the way in which the narrative of celebration of diversity disempowers them and how it contributes towards more uncertainty and more (self-)exclusion of those learners who do not find themselves within celebration of diversity narratives. The article argues for a reintroduction of the term ‘heterogeneities’ into CE and concludes by suggesting that diversity education as part of CE should begin with the question of whether there are any heterogeneities that do not require action or critical reflection.

Logo of Bielefeld University. Publications at Bielefeld University. PUB. University from AZ. University: uni.news; About us; Faculties / Departments; Research; Studying in Bielefeld; Library; Service and Administration; Culture. | International: ...

European societies increasingly implement diversity education as part of a civic education curriculum in order to provide young people with competences in dealing with different forms of diversity. The presentation analyzes policies and praxis approaches pertaining to education for diversity at both the supranational level of European Union and Council of Europe as well as at the level of member states (Germany, Estonia, Russia, and Sweden). The presentation shows that in Europe school education for diversity simultaneously pursues two separate goals: while generating a grand narrative of celebrating European diversity those same materials and policies stipulate that issues of inequality are to be dealt with separately. Based on the conceptualization of diversity with reference to heterogeneities and inequalities, the presentation shows how inequalities tend to be covered over in positively connoted conceptions of diversity. Comparing educational policies, school curricula, and teac...

This article describes the specifics of the definition of citizenship in citizenship education (CE). The ambiguity of understanding citizenship between status and active position is indicated and differentiate, and perceptions of citizenship activity are revealed. ...