Dr. Kerrin von Engelhardt

Dr. von Engelhardt erforscht die Wissenschaftsgeschichte schulischer Lehrfilme während des Kalten Krieges und hinterfragt dabei den Anspruch naturwissenschaftlicher Neutralität. Sie untersucht, wie Lehrmedien wissenschaftliche Inhalte vermittelten und welche politischen sowie ideologischen Dimensionen darin eingelagert waren. Für Bildungseinrichtungen und Museen ist diese Arbeit relevant, um zu verstehen, wie Wissenstransfer historisch geprägt wurde und wie Medien Wissenschaft rahmen. Die Forschung verbindet Mediengeschichte mit Epistemologie und trägt zu einer kritischen Reflexion von Objektivitätsansprüchen bei.

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• Der Mythos naturwissenschaftlicher Neutralität. Der schulische Lehrfilm im Kalten Krieg

  Quelle ↗

• The <i>Abitur</i> as a bureaucratic phenomenon: on the history of a Prussian examination practice and its ritualised inscription (1890–1970)

  2022

  Paedagogica Historica · DOI

  This paper describes the Berlin Abitur examination in the twentieth century and its written documentation in files. By the late nineteenth century, the Abitur examination was fully established in Prussia and with it a graduation certificate that was obligatory for university entrance. Thus, the Abitur examination was part of the modern state entitlement system and an instrument to establish the state education monopoly. Thereafter, in every secondary school a new file was compiled for each class that took the exam every year. The resulting records provide a unique insight into the history of examination procedures. This article seeks to discuss the question of the Abitur files being simply products of bureaucratisation and rationalisation of examination practices at secondary schools, and the extent to which there was a ritualisation of the examination on paper. The building processes of the Abitur examination files in the twentieth century are reconstructed on the basis of a representative school archive located in Berlin.

• Subject-specific classroom: technologisation of the pedagogical space in East Germany (SBZ/GDR, 1949–1989)

  2024

  Paedagogica Historica · DOI

  This paper examines the technologisation of the pedagogical space “classroom”. We will discuss the development and establishment of the subject-specific classroom system in the German Democratic Republic (GDR, East Germany, 1949–1989) by taking a closer look at organisational-structural conditions and responsibilities, as well as at the functioning and challenges that emerged during the implementation of subject classrooms. The furnishing of the subject classroom with seating, desks, teaching and learning objects including technical equipment, and storage furniture was planned down to the last detail and aligned to the requirements of the curriculum. We will concentrate on the classrooms for Physics and Music to highlight the peculiarities of this principle of school spatial organisation and its impact on social school practice. Our paper will focus on the political agenda and regulations, by drawing on sources from state-led research programmes. The article uses the concept of the classroom dispositif as a description of the programmatic claims. Thus, the subject-specific classroom could be considered as a technically shaped apparatus whose architectural structure determines pedagogical practices in their spatial, temporal, social, institutional, and technical dimensions.