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<p>Against a&#xa0;background critical of inequality and professionalization theory, this article uses a&#xa0;comparative study to examine the significance of the aspect of knowledge transfer and reflection in art lessons at grammar schools and secondary schools. After all, participation in art and culture is considered a&#xa0;precondition with regard to knowledge about art. In a&#xa0;reconstructive interview study with 15&#xa0;art teachers from grammar schools and secondary schools in Lower Saxony, a&#xa0;documentary method was used to reconstruct how the assumption about the learning and achievement abilities of pupils and their ability to acquire knowledge is systematically linked to a&#xa0;deficient view of pupils and their competences as well as an institutionalization of the limitation of learning and achievement abilities in art lessons. The proposed article discusses these results with regard to social and cultural participation as well as the (de-)professionalization of art teachers.</p>

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Kunst – Wissen – Teilhabe: Zur Wissensvermittlung über und den diversitätsbezogenen Orientierungen von Kunstlehrkräften

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年5月19日

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  • Michaela Kaiser,
  • Marvin Wender

摘要

Against a background critical of inequality and professionalization theory, this article uses a comparative study to examine the significance of the aspect of knowledge transfer and reflection in art lessons at grammar schools and secondary schools. After all, participation in art and culture is considered a precondition with regard to knowledge about art. In a reconstructive interview study with 15 art teachers from grammar schools and secondary schools in Lower Saxony, a documentary method was used to reconstruct how the assumption about the learning and achievement abilities of pupils and their ability to acquire knowledge is systematically linked to a deficient view of pupils and their competences as well as an institutionalization of the limitation of learning and achievement abilities in art lessons. The proposed article discusses these results with regard to social and cultural participation as well as the (de-)professionalization of art teachers.