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<p>In current school reform discourses, personalised learning is often regarded as the most promising strategy to counter current societal transformation processes and crises. Using the example of a&#xa0;discourse-ethnographic study of the “New Middle School (NMS)” in Austria, the article argues that student-centred approaches tend to increase rather than reduce risks of social inequality in the current educational system. <i>First</i>, this finding refers to the fact that self-regulated learning is intended to reduce educational disadvantages, but at the same time risks of excessive demands are excluded. In reference to Foucault’s governmentality theory, it can be shown how the required self-organisation competence is addressed as a&#xa0;universally given resource and therefore cannot be problematised as an unequally distributed ability norm. In educational practice, this discourse leads to new selection risks. In the schools observed, many pupils did not fulfil the new standard of self regulation, while teachers were no longer able to meet arising support needs. A&#xa0;<i>second </i>dimension to be problematised relates to the circumstance that the reform discourse displaces those teaching situations in which questions of knowledge, values and justice are negotiated under the guidance of a&#xa0;competent teacher. With regard to lifeworld-oriented approaches, the observation shows the significance that a&#xa0;synchronous reference of the teacher can have for meaningful learning and the coordination of different perspectives. Against this background, the article provides new insights to negotiate the problems and potentials of teacher-centred and student-centred learning formats.</p>

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Lernen im freien Fall: Neue soziale Ungleichheiten in der Schule

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  • 发表日期：

    2025年6月16日

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  • David Furtschegger

摘要

In current school reform discourses, personalised learning is often regarded as the most promising strategy to counter current societal transformation processes and crises. Using the example of a discourse-ethnographic study of the “New Middle School (NMS)” in Austria, the article argues that student-centred approaches tend to increase rather than reduce risks of social inequality in the current educational system. First, this finding refers to the fact that self-regulated learning is intended to reduce educational disadvantages, but at the same time risks of excessive demands are excluded. In reference to Foucault’s governmentality theory, it can be shown how the required self-organisation competence is addressed as a universally given resource and therefore cannot be problematised as an unequally distributed ability norm. In educational practice, this discourse leads to new selection risks. In the schools observed, many pupils did not fulfil the new standard of self regulation, while teachers were no longer able to meet arising support needs. A second dimension to be problematised relates to the circumstance that the reform discourse displaces those teaching situations in which questions of knowledge, values and justice are negotiated under the guidance of a competent teacher. With regard to lifeworld-oriented approaches, the observation shows the significance that a synchronous reference of the teacher can have for meaningful learning and the coordination of different perspectives. Against this background, the article provides new insights to negotiate the problems and potentials of teacher-centred and student-centred learning formats.