Human Rights in Citizenship Education in Germany and Israel – Teachers’ Habitus vis-à-vis Coexistence in Diverse Societies
The dissertation project picks up the ongoing effort of anchoring universal human rights and values in school education. Furthermore, it puts a spotlight on its social dependability by analyzing high school teachers’ plural habitus in Germany and Israel. The first focus is on a content level and shall reveal which conceptions teachers impart on coexistence in diverse societies and what concrete topics and to what groups of people teachers assign civic and/or human rights. According to habitus-hermeneutical research following Pierre Bourdieu, the second focus is on a sociological level and argues that these conceptions and assignments are depending on the transformation of ‘objective conditions’ of the teacher’s profession into ‘subjective schemes’. Therefore, the different habitus and social positions of teachers are of particular interest in order to analyze their different positions vis-à-vis human rights and the coexistence in diverse societies. Habitus according to Bourdieu is a central term to this project and involves determining interpretational, social-moral and classificatory patterns that generally drive humans in their actions, tastes, and views. These plural and different teachers’ habitus shall be analyzed on the basis of six advanced group discussions with 24 German and 24 Israeli teachers. The binational design of this project allows comparative perspectives in politics and sociology of education and emphasizes the social dependability of international educational research in general and human rights education in particular.