Recognition and participation through the lenses of large-scale-assessments
Keynote 15 June
Prof Dr. Katrin Hahn-Laudenberg & Prof. Dr. Heike Wendt
Prof. Dr. Katrin Hahn-Laudenberg & Prof. Dr. Heike Wendt
Prof. Dr. Katrin Hahn-Laudenberg, Assistant Professor for Civic Education, School of Educational Sciences, University of Leipzig, Germany.
Prof. Dr. Heike Wendt, Professor for Education Research, Institute of Education Research and Teacher Education, Faculty of Environmental, Regional and Educational Sciences, Graz University, Austria.
In our lecture we argue that large scale studies could and should be used and further developed to provide a more coherent picture on educational justice and quality. Up to now large-scale studies that monitor educational achievement are predominantly used to analyze variances of student achievement and equal opportunities within and across education systems over time. Other perspectives of educational justice, such as participatory and recognition justice, are often neglected. These perspectives do not just take achievement levels, variances or minimum competences levels into account but shed the focus on capabilities for social and political participation and on factors such as quality of social relations, recognition of individual autonomy and voice, and well-being as mean by itself.
In our lecture we will critically review to what extent large-studies such as ICCS, TIMSS, PIRLS and PISA embrace these different foci of educational justice in their concepts, indicators and analytical approaches. The relevance and challenges to include valid and reliable measures of concepts of educational justice in the indicator-set of these studies will be illustrated by discussing some of our own secondary analyses of LSA-data.
Heike and Katrin are/were for many years, as project coordinators and national research coordinators, responsible for Germanys participation in the studies TIMSS, PIRLS and ICCS. Our lecture will give insights into our ongoing reflective dialogue on strength and limitations of this specific research approach from both research practical and different theoretical and disciplinary perspectives.