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Schools of Tomorrow: Morning Workshops

Fri, May 5, 2017
10 am–1 pm
Free admission, please register
The workshops take place concurrently.
Please register for the workshop of your choice:
Accreditation from 9 am

Workshop #1:
Schools as Research Laboratories

Every person is born a researcher. This premise is at the heart of the Paris-based Savanturiers - École de la Recherche, which combines school practice with the training of teachers and the cutting-edge university research of the Centre de Recherches Interdisciplinaires. Co-founder Ange Ansour provides an introduction to its methodology: In cooperation with scientific mentors the classroom is transformed into a laboratory. In research projects scientific systematics, critical thinking, creativity, and cooperation are trained. Her case study revolves around a critical engagement with neurosciences and is complemented with reports from local practice, by Eiken Prinz from the Club of Rome School Network Network and Johannes Koska (Haus der Kleinen Forscher). Moderation: Karin Schneider (art educator, University of Applied Art Vienna)
In German and English with simultaneous translation

Workshop #2:
Alternatives from the Teaching Machine

Which teaching and learning cultures does a heterogeneous society need? How do schools become learning organizations – for children, young people, and adults? In discussion with Markus Schega, Director of the Nürtinger Elementary School in Berlin-Kreuzberg, and Stefan Wellgraf from the department of cultural and social anthropology of the Europa-Universität Viadrina, María do Mar Castro Varela, Professor of Education and Social Work, explores strategies for transforming schools into sites where education seems desirable. They examine, amongst others, the importance of art and media education, participation processes, and the challenges of malfunctioning “teaching machines.”
Moderation: Caroline Assad (educational researcher)
In German

Workshop #3:
The Challenge of Multilingualism

In many European cities, the classroom has become a linguistic contact zone, giving rise to new challenges for the teaching of language skills. How are multilingual students supported in the learning of German as a second or third language? Which structural preconditions promote the development of interpretation and production skills? Alisha M. B. Heinemann and Natascha Khakpour (Institute for German Philology, University of Vienna) examine the relation between multilingualism in the migration society and conceptual monolingualism in the class room. Jasmin Ibrahim (JugendTheaterBüro Berlin) and Michaela Schmitt-Reiners (Association of Bi-National Families and Partnerships) share their working experiences. Wilfried Stotzka reports from the praxis of the bilingual Staatliche Europa-Schule Berlin.
In German

Workshop #4:
Urban Pedagogy

How can the dynamic of cities, including their contradictions, be made legible for children and young people, what is “urban literacy” and how can it be promoted? How can the knowledge of the past be made productive for the future? The historian Håkan Forsell explains how the metropolitan pedagogy of the 1920s encouraged school children to appropriate the city. Jenn Anne Williams from the New York Center for Urban Pedagogy speaks on the role of art, collaborative research and design in promoting civil society engagement. The workshop is lead by the Zukunftsakademie NRW (Future Academy North-Rhine Westphalia), which with its urban learning program takes city space as the starting point for learning and teaching processes. Further participants include the artists SuperFuture, Wiebke Schlüter, Philine Velhagen, and Mirco Monshausen.
In German and English with simultaneous translation

Workshop #5:
Alliances, Agents, Actors

Which partners can help schools strengthen their social localization and develop new impulses? Alliances with partners from art and culture, as developed by the “Kulturagenten” program, have proved especially successful over recent years. The workshop with MUTIK, a nonprofit organization that networks players from culture and education nationally, will examine why artistic processes are especially suited to promoting change in heterogeneous school communities. Eva Randelzhofer and Ellen Nonnenmacher, freelance artists, present their experiences in a hands-on approach. Simone Twiehaus from the Hessian Ministry of Culture, David Borges from the project Schule:Kultur! in Lower Saxony, as well as Carolin Berendts from the program Kulturagenten für kreative Schulen in Berlin (Culture Agents for Creative Schools) provide field reports.
In German