Project DiSeGel
Englisch: Dimensions of emotional maltreatment in educational settings – Theoretical determinations and empirical analyses.
The interdisciplinary network focuses on emotional violence by educational professionals towards children and young people. The network members examine how emotional violence as a phenomenon can be understood theoretically and dealt with empirically.
In educational settings, emotional violence by teachers towards children takes place. Research into the phenomenon is highly relevant, as the experience of emotional violence can have far-reaching effects on children and young people. To date, there are hardly any established theoretical definitions of the phenomenon of emotional violence, as the isolated debates in educational and social science discourse have not yet been systematically related to one another. The interdisciplinary network is intended to contribute to working out different dimensions of the phenomenon of emotional violence and to contribute to theoretical debates.
By incorporating different theoretical and methodological approaches, we hope to reveal previously unknown areas of tension. The network, which is based in the educational sciences, strives for an interdisciplinary approach. This is why researchers from the fields of social work, social psychology, law, social philosophy, special education, school education and sociology are involved.
Through various formats, e.g. joint evaluations of existing data sets in small groups and exchanges with (inter)national experts, the members of the network aim to gain new insights at both a theoretical and empirical level.
Selected publications
- te Poel, K. (2021). Anerkennung und habituelle (Un-)Passung auf der Ebene der Schüler*innen-Lehrer*innenbeziehung. Vorab-Onlinepublikation. https://doi.org/10.11576/PFLB-4196 (63-79 Pages / PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung., Vol. 3 No. 2 (2021): Pädagogische Beziehungen und Anerkennung – Perspektiven aus den Fachdidaktiken und Bildungswissenschaften).
- Piezunka, A. (2023). Seelische Verletzungen in der Gestaltung pädagogischer Beziehungen. In N. Leonhardt, A. Goldbach, L. Staib, S. Schuppener & V. Böhm (Hrsg.), Macht in der Schule: Wissen – Sichtweisen – Erfahrungen (S. 218–230). Bad Heilbrunn.
- Richter, S. (2022). Pädagogisches Strafen und Schweigen: Entstehung und Effekte des Straf-Tabus in erziehungswissenschaftlichen Diskursen und schulischer Praxis. Vierteljahrsschrift für wissenschaftliche Pädagogik, 98, 288–304.
Funding
