References of "Sattler, Anna-Sabrina 0121011316"
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See detailCurriculumentwicklung in einer mehrsprachigen Gesellschaft: Das Beispiel Luxemburg
Sattler, Anna-Sabrina UL

Doctoral thesis (2021)

The study starts by shedding light on the specific language situation in Luxembourg’s schools and society and explores the ways in which national curriculum is constructed utilizing the three official ... [more ▼]

The study starts by shedding light on the specific language situation in Luxembourg’s schools and society and explores the ways in which national curriculum is constructed utilizing the three official languages of Luxembourg, namely French, German and Luxembourgish. Against this backdrop it provides a detailed discussion of how specific ideas of a national linguistic identity have evolved in the course of history, and the extent to which they act as the basis for debates on language policy in today’s Luxembourgian school system. Identity formation and curriculum making shall therefore be considered as co-constructing processes, in the sense that the curriculum anticipates future societal ideals. In this respect, the curriculum ‘fabricates’ certain kinds of people and also different kinds of people (Popkewitz, 2008, 2020). Keeping this definition in mind, curriculum design becomes challenging when the school population is highly heterogenous and multilingual in itself: In addition to its historically and contextually determined multilingualism, the Grand Duchy of Luxembourg is home to numerous immigrant languages, and today almost 48% of the population are foreigners (STATEC, 2020a). Educational policy thus has to integrate pupils of non-Luxembourg origin and languages into the trilingual school system. While considering the different usage of languages in Luxembourgian society and the school system, I examine how certain ideas of multilingualism evolved and with it the representation of an ideal member of Luxembourg’s society. The dissertation will first give a historical and sociopolitical overview, concentrating on the interrelation of nation building during the 19th century and the creation of a national school system. Following the historical background, this dissertation focuses on the school and curriculum reform process of 2009 in Luxembourg, in the course of which the former education act of 1912 was replaced by a new law on elementary education. The reform was a response to the below-average performance results in large-scale assessments, first and foremost the PISA-study in the year 2000. Furthermore, it was as well the attempt to create a far more permeable school curriculum in the entire school system, and with it equal opportunities for pupils of different origins. The reform process of 2009 is accordingly seen as a turning point that broke up previously dominant ideas about the intertwinement of language and identity. With regard to these considerations, this study claims the process of curriculum making not only to be an explicit and implicit attempt to control school, and thus social realities. It is explicit to the extent that educational planning is used as a politically conscious mean of social intervention; and implicit because this control simultaneously correlates with cultural-historical practices which create common sense and therefore became subconsciously part of policy making. Following the theoretical approaches of Ludwik Fleck’s epistemology about thought styles (Fleck, 2017 [1935]), my research analyzes the extent to which specific ways of reasoning and acting in the context of curriculum making implicitly result from specific cultural historical conditions underlying the trilingual Luxembourgian school curriculum. Regarding the correlations between the institutional ideal of trilingualism in Luxembourg, the orientation towards international education standards and the extremely heterogeneous and multilingual structure of Luxembourgian society, the dissertation mainly focuses on the interrelation of the curricular paradigm and the challenges faced in the classroom reality. In light of these reflections, the dissertation tackles the following central questions: Which logics of argumentation do different actors within the curriculum making process pursue and how do they legitimize their positions on language policy? Which conflicts arise regarding the students’ linguistic repertoire and (supra-)national standards? To what extent do (supra)national educational agendas interfere with the shaping of a Luxembourg language(s) identity? How is the Luxembourg language(s) identity in light of curriculum making produced and thought? Methodologically, the reform process of 2009 will be historicized and the research questions will be addressed by a two folded research design. First, I conduct a historiographical evaluation of newspaper articles, parliamentary debates, minutes of curriculum meetings, publications of the ministry of education and legal texts. Second, the study contains an empirical analysis of 17 expert interviews which I conducted with key figures of the reform process and those who have been working with the reformed curriculum requirements. Based on the findings of my analyses, the dissertation will show that and why Luxembourg, as a kind of laboratory, is relevant to other multilingual contexts in general and in light of immigration processes in particular. The dissertation offers an innovative impetus by looking at the school reform of 2009 through a cultural-historical perspective. [less ▲]

Detailed reference viewed: 66 (10 UL)
Peer Reviewed
See detailReconceptualizing the Multilingual Child: Curriculum Construction in Luxembourg
Sattler, Anna-Sabrina UL

in Roberts, Philip; Brennan, Marie; Green, Bill (Eds.) Curriculum Challenges and Opportunities in a Changing World. Transnational Perspectives in Curriculum Inquiry (2021)

Detailed reference viewed: 48 (2 UL)