Dr. phil. Fanny-Lynne Isensee

Dr. Isensee erforscht derzeit die Schnittstellen zwischen Wissenschaftsgeschichte, Bildungsforschung und politischen Transformationsprozessen. Sie untersucht, wie Bildungssysteme in Kontexten politischer Umbrüche gestaltet und instrumentalisiert werden — konkret am Beispiel der argentinischen Regierungspolitik seit 2023. Parallel entwickelt sie methodische Brücken zwischen Science and Technology Studies und Historischer Bildungsforschung, um zu verstehen, wie wissenschaftliche Konzepte und Praktiken in Schulen ankommen. Für Bildungsinstitutionen und Behörden relevant: ihre Arbeit liefert Analysen darüber, wie Bildungspolitik ideologisch geprägt wird und welche Mechanismen des Wissenstransfers zwischen Forschung und Unterrichtspraxis funktionieren.

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• Vom Labor zum Klassenzimmer: Zusammenführung konzeptioneller und methodischer Ansätze zwischen Science- and Technology Studies und Historischer Bildungsforschung

  Quelle ↗

  Förderer: DFG sonstige Programme Zeitraum: 03/2026 - 09/2026 Projektleitung: Daniel Töpper, Dr. phil. Fanny-Lynne Isensee

• Bildung, Rechtsextremismus, Libertarianismus und Hegemonie. Bildungsstrategien während der Regierung von Javier Millei (Argentinien, 2023–2027)

  Quelle ↗

  Förderer: Alexander von Humboldt-Stiftung Zeitraum: 01/2026 - 12/2027 Projektleitung: Prof. Dr. Marcelo Caruso, Prof. Dr. Cinthia Wanschelbaum

• Das Klassenzimmer als Assemblage: Die Institutionalisierung der Jahrgangsklasse in New York Citys Public Schools (1805–1921)

  2026

  DOI

• Classifying Difference – Italian Immigrant Pupils in US City School Systems, 1880s to 1920s

  2026

  Rivista di Storia dell’Educazione · DOI

  At the turn of the twentieth century, New York City’s public schools were confronted with unprecedented challenges. The consolidation of Greater New York in 1898, combined with massive immigration – particularly the third wave (ca. 1880-1920) bringing South and Eastern European immigrants – transformed the educational landscape. By the late 1920s, over two million of the city’s 5.5 million inhabitants were “foreign-born”. Children from Southern and Eastern European immigrant families faced particular stigmatization, with debates focusing on language barriers, national stereotypes, and varying educational levels. This contribution examines how the Board of Education and School Superintendents conceptualized and managed immigrant children who deviated from institutional norms. Drawing on archival materials including reclassification reports, psychological assessments, and surveys from educational research units, the study traces how educators operationalized psychological and psychometric knowledge from contemporary experts in statistics, developmental psychology, and intelligence testing. Additional sources – administrative reports, medical evaluations, and psychological assessments – illuminate the bureaucratic mechanisms underlying different classification models. Comparing New York City with Chicago as a second immigration hub reveals how municipal education systems identified certain immigrant groups as “problematic”, labeling them as «backward» or «retarded». This analysis shows that testing and reclassification were not merely administrative procedures but technologies of scientific management that constructed cultural ascriptions and hierarchies. Through precise documentation and measurement, school administrations created systems that were ostensibly designed to integrate immigrant children but ultimately reinforced social stratifications. The article thus exemplifies specific critical intersections between education, immigration, and pupil normalization through particular practices of school administration and organization.