Panel Presentation by Susanne Krogull (Lehrstuhl für Allgemeine Pädagogik / Unversität Bamberg) Symposium “Theory and Practice: Global Learning in Excursions in the Context of South-North School Partnerships” 2.-3. May 2016, Kassel/Germany

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Learning about world society in
North-South school encounters
An empirical study in Bolivia, Germany and Rwanda

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1. Research Context
2. Theoretical Framework
3. Methodological Approach
4. Findings
5. Interpretation & Discussion

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1. Research Context
→ North-South encounters are a growing area of practice
→ high expectations in regard to GL and world societal
learning
→ very little research in this field (on industrialized states
Zeutschel 2002; Busse et al. 2000; Rostampour/Melzer 1999; voluntary
services Düx et al. 2008)
Research question: How do youth perceive world society?

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2. Theoretical Framework
Research question:
System Theory and Globalization
(Appardurai 2008, Stichweh 1994, Luhmann 1997)
Globalization: standardization of cultural practices, social
risks and social networks, but at the same time their
differentiation
Society today = world society
-> No communication is independently possible from a
world-wide context

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3. Methodological Approach
Data collection:
Group discussions (Loos/Schäffer 2008)
Data analysis:
Documentary Method (Bohnsack 2008)
-> Sociology of Knowledge (Mannheim 1928/1952)
a) Communicative knowledge (explicit, theoretical)
-> immanent/literal meaning
b) Conjunctive knowledge (pre-reflexive, tacit)
-> documentary meaning

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Sample
3. Methodology
Germany ->
Bolivia
Germany->
Rwanda
Rwanda ->
Germany
Bolivia ->
Germany
3 groups 2 groups 9 groups 8 groups
Total: 22 groups, aged 16-29

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Tripartite typology developed from the data
Type 1 Type 2 Type 3
Difference
Order
Use
4. Findings

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Tripartite typology developed from the data
Type 1 Type 2 Type 3
Difference Personal
proximity
Community Society
Order Hierarchization Identification Abstraction
Use Stabilization
through
knowledge
Adaptation
through
application
Change through
transfer and
meta reflection
4. Findings

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Localizing differences
• Differences are perceived in relation to the group‘s
personal proximity
• Related to everyday life in their personal surroundings
• School, everyday life, nature

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Bm [...] because we were there in summer well here
in Bolivia, hm there it was summer here winter at
se- or 7.30 in the evening it’s already dark, (.)
whereas in Germany at 7 pm there’s light in
summer, (.) when I’m happy in the city center
with my shopping bags, (.) and when (.) a car
stops and it was my mom well the mom of Cathy my
sister (.) worried and asked me where have you
been, well I’m here but it is still early, I look
at my watch and it was 7.30 pm and I couldn’t
believe it because there was light it was one of
my first days, because there was light I thought
that (.) that (.) that it was four in the
afternoon, [...]
Bolivian group Emerald
Difference

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Putting differences in an order
• Perceived differences are put in a dichotomous order
(black – white, rich – poor, industrialized – developing
-> North-South)
• Dichotomy is hierarchized
• Paternalism & submission

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Bm And thanks to the people in A-town who helped
them to prepare the trip of the Rwandese (.) and
to go to Germany that is very good because (.)
here in Rwanda (.) to (.) to go (.) by plane and
(.) to go to another country to another coun- to
another continent (.) that’s very that’s very
good (.) but (.) but I or you (.) th- th-there’s
the measure (.) to go to Germany that’s very
that’s very good that’s the first (.) very good.
and the second was for me (.) to go to a family
(.) of whites (.) we shared the meal at the same
table (.) that’s th- the second and (.) and (.)
another thing to go to class (.) you you sit with
who a German me a German a German the whole class
belonged to the Germans and I the Rwandese that’s
very good and it’s proud but sit with whom me the
the German friends [...]
Rwandan group Larimar
Order

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Using differences
• Focus on knowledge acquisition
• Knowledge used to stabilize the North-South dichotomy

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Af And now we’ve given the Bolivians, well the
Bolivian exchange students, well ehm practically
an understanding of their poverty, in their
country, this is I think a big step forward,
basically that the:y again see the reality, see
it in their country again, in a developing
country, so to say, and yes
Bf └And they’re surely
going to talk to others about it
Af └yes.
German group Smaragd
Perspective on learning

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The role of the organization
• Organization-related ways of dealing with difference
• Organization-related connection possibilities to world
society
• Learning through organizations
• Participation and learning?
• Schools: national (even federal) institutions
4. Interpretation & Discussion

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Global (Citizenship) Education
• Situated learning: “abstraction” instead of “hands-on
experience”
• Participation at home
• Reflection is necessary
• Well-trained group leaders
4. Interpretation & Discussion

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References

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Thank you very much for your attention!
susanne.krogull@uni-bamberg.de