Breaking the Taboo!? - Universität Innsbruck

Breaking the Taboo!?
A Survey on Taboos in
Initial Teacher Education
Evi Agostini, Nadja Köffler & Christian Kraler
Department of Teacher Education and School Research
School of Education/ University of Innsbruck
AUSTRIA
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Development of teacher education
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Development of teacher education
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Observations:
 International student assessments
 social changes
 …
 change, reform and development in teacher
education on all levels
- Initial Teacher Education (ITE)
- Induction
- Continuous professional development
Resistance & Opposition
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Viscosity
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Seemingly contradiction (cf. change management, new public management):
g e n e r a l acceptance & approval
vs. resistance & opposition i n d e t a i l
(concrete realisation)
Two levels:
 Individual level (people/institution): resistance & opposition to the change aspect
of development (d i r e c t l y a f f e c t e d …)
 System level: hierarchial self similar structures
dichotomies (cf. Abbott 2001, Kraler 2012):
- content level: knowledge
- organisational level: power
autorized to give directives
subject to directives
Where does it come from?
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Havighurst – Whitehead - Adorno
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Formal education … tension between tradition and innovation
“A developmental task is midway between an individual
need and a societal demand. It assumes an active learner
interacting with an active social environment.” (Havighurst
1948/72, p. vi)
Robert Havighurst
(1900 – 1991)
„The problem of education is to make the pupil
see the wood by means of the trees. […]
Reformation must begin at the other end.“
(Whitehead 1929, p. 6/8)
A.N. Whitehead
(1861 – 1947)
- Authoritarian Personality
- Dialectic of Enlightenment (Horkheimer/Adorno. 1947).
- Half education
Theodor W. Adorno
(1903 – 1969)
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Taboos on the teaching profession
“Education to Maturity“ (Erziehung zur
Mündigkeit, Adorno 1971a)
 Famous key article: “Education after Auschwitz”
 education happens within an ongoing dialectic between
individuals and the demands of society, education means an
ongoing balancing of interests
“Taboos on the teaching profession“
Research Question:
Taboos in Teacher Education
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Origins and Use of the Term „Taboo“
1776
1912-1913
Polynesian
origin
Ambiguity and
Transculturality
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B
A
Captain James
Cook:
“A Voyage to
the Pacific
Ocean”
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21st century
Initial Teacher
Education
Breach of Taboo
O
B
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O
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Research Questions
Research questions on taboos in the context of
initial teacher education?
how #1?
where?
(identify/find)
(who?)
T
what if?
B
which?
A
(change)
how #2?
(preserved/mechanism)
(content)
B
why?
O
(function)
when?
(time/stage)
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O
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Methodological Thoughts on the Potential of Images
Elicitation of discreet topics !?
•
•
images as a medium to
bring unspoken topics into
light/ facilitate access to
topics which people are
reluctant to talk about (cf.
Bourdieu 1997, p. 792)
“Use a picture. It is worth a
thousand words.”
(Flenders 1911, p.18)
images as „opus operatum“ which
point out a specific „modus operandi“
(cf. Bourdieu 1970, p.151) 
internalized
dealing
with
taboos/collective patterns
1st phase: focus on images
advancement to deeper layers
of latent and less-reflected
topics (cf. Bremer & TeiwesKügler 2007, p.88)
•
attempt to by-pass cognitive
obstacles and discursive
rationalisation (cf. Bremer &
Teiwes-Kügler 2007, p.85)
•
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•
•
•
better expression of sensual,
erotic
and
emotional
feelings, experiences, fears
and attitudes (cf. Bremer &
Teiwes-Kügler 2007, p.99)
projective, associative and expressive
manner to convey controversial topics
(cf. Kepper 1996)
“People think in words and feel in
images.” ( Salcher 1995, p.63)
2nd phase: triangulation of images and text
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Associative Impact of Images
Elicitation of discreet topics !?
•
•
images as a medium to
bring unspoken topics into
light/ facilitate access to
topics which people are
reluctant to talk about (cf.
Bourdieu 1997, p. 792)
attempt
to
by-pass
cognitive obstacles and
discursive rationalisation (cf.
Bremer & Teiwes-Kügler
2007, p.85)
SEI 2016
advancment to deeper layers
of latent and less-reflected
topics (cf. Bremer & TeiwesKügler 2007, p.88)
•
“Use a picture. It is worth a
thousand words.”
(Flenders 1911, p.18)
•
better expression of sensual,
erotic
and
emotional
feelings, experiences, fears
and attitudes (cf. Bremer &
Teiwes-Kügler 2007, p.99)
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Glasgow
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Thank you very
much for your
attention!
Source:
https://litreactor.com/columns/taboo-sixnew-adult-books-about-student-teacherromance
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References
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Adorno, Th.W. (1971). Erziehung zur Mündigkeit. Frankfurt am Main: st.
Bourdieu, P. (1997). Verstehen. In Bourdieu, P. et al. (Eds.): Das Elend der Welt. Konstanz: UVKVerlagsgesellschaft, pp.779-802.
Bourdieu, P. (1970). Zur Soziologie der symbolischen Form. Frankfurt am Main: Suhrkamp.
Bremer, H. & Teiwes-Kügler, Ch. (2007). Die Muster des Habitus und ihre Entschlüsselung. Mit Transkripten
und Collagen zur vertiefenden Analyse von Habitus und sozialen Milieus. In: Friebertshäuser, B, et al.
(Eds.): Bild und Text. Methoden und Methodologien visueller Sozialforschung in der
Erziehungswissenschaft. Opladen: Verlag Barbara Budrich.
Flenders, T. (1911). Speakers Give Sound Advice. In: Syracuse Post Standard, March 28, p. 18.
Freud, S. (1989). Das Tabu und die Ambivalenz der Gefühlsregungen. In: Freud, F. (Ed.): Totem und Tabu.
Einige Übereinstimmungen im Seelenleben der Wilden und der Neurotiker (pp. 26-80). Frankfurt am Main:
Fischer.
Havighurst, R.J. (1972). Developmental Tasks and Education. New York: DMC.
Kepper, G. (1996). Qualitative Marktforschung. Methoden, Einsatzmöglichkeiten und
Beurteilungskritieren. Wiesbaden: Deutscher Universitäts-Verlag.
Marotzki, W. & Nieysto, H. (2007, Eds.). Bildinterpretation und Bildverstehen. Methodische Ansätze aus
sozialwissenschaftlicher, kunst- und medienpädagogischer Perspektive. Wiesbaden: VS Verlag.
Salcher, E. (1995). Psychologische Marktforschung. Berlin/New York:de Gruyter.
Spatscheck, Christian (2010). ‘Theodor W. Adorno on Education’ the encyclopaedia of informal education.
Retrieved from www.infed.org/thinkers/adorno_on_education.htm on [add date].
Whitehead, A.N. (1929). The Aims of Education. New York: FP
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