What “images” of space do (prospective) teachers have, and how does this influence their professional actions in educational contexts (cf. Matthes 2016, among others)? To what extent are hierarchies, exclusions, and disadvantages also spatially embedded in educational processes (cf. Echazarra & Radinger 2019, among others)? And can learning architecture serve as a bridge, for example, to further develop the “grammar of school” (Tyack & Tobin 1994)? How is the significance and role of (digital) spaces in the culture of remembrance changing against the backdrop of societal transformation?

Although space is a central and extensively researched social category, and we act as spatially constituted beings, space as an educational category in educational contexts remains a desideratum in research and practice (cf. Bentlin & Klepp 2021, Sesink 2014). In the research focus “Multicollectivity, Education, and Space,” researchers at the Chair of Education with a focus on diversity research and educational spaces in middle childhood are investigating, among other things, the transformative potential of educational spaces, the corresponding roles of diverse actors, and the possibilities for initiating emancipatory spatial practices.

Admission to a doctoral program at a university. A completed degree that is relevant to the research questions (e.g., education, history, cultural studies, sociology, teaching).

The ability to carry out a project independently and methodological knowledge are expected. Practical or theoretical preparatory work on the dissertation topic is desirable.

Interested parties can contact Dr. Kathrin Plank by email: → kathrin.plank@uni-passau.de

Key information on the doctoral regulations of the Faculty of Social Sciences and Education at the University of Passau can be found → here.

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