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Educational settings such as schools, universities and museums are pervaded by implicit or explicit rules being deeply shaped by social inequalities. The panel invites papers that focus on how these rules, (re)producing differences, are challenged by individuals and/or initiatives.
Educational institutions are instrumental in passing on knowledge deemed relevant for future generations by society. Norms of social life have to be negotiated, implemented and consolidated. Educational institutions are therefore imprinted by a multitude of implicit and explicit rules. The rules and the process of transmission and adaptation associated with them are by no means neutral, but deeply shaped by the prevailing social differences and discrimination in its dimensions such as class (Wellgraf 2012, 2019; Willis 1977), race (Dean 2020), ableism (Gummich 2015), as well as intersections of these and other differences (Skeggs 1997). Recent events made these findings more clearly the subject of public discourse: Closures of the physical site of schools and universities due to the COVID-19 pandemic, illustrated the entanglement of digital tools with social deprivation. Protests against racism and colonial continuities refresh the discourse on colonial legacies in museums and other sites of educational function.
In which ways rules and norms, producing and shaping social inequality in educational settings, are discussed, processed, solidified or transgressed? By whom and how? The panel seeks to explore how initiatives, scholars and/or individuals challenge these rules in educational settings. We invite contributions that focus on different sites such as schools, universities or museums through an ethnographic and/or historical lens: How is criticism of the existing rules expressed? With what consequences? What norms and values are involved in doing so? Papers dedicated to actors challenging intersecting forms of discrimination are especially welcome.