How Do Students Experience a Deprived Urban Area in Berlin? Empirical Reconstruction of Students’ Orientations

Abstract

On the one hand, this paper describes the findings from the implementation of subject-matter teaching and learning via fieldwork in a deprived area (Kottbusser Tor) of Berlin.On the other hand, the authors focus on the explicit and implicit knowledge (which we call orientations) of the students concerning this fieldwork.In a problem-oriented approach, according to the model of a social city, students develop a concept about how to renew the deprived area of Berlin.They gain a variety of new experiences, some of which raise ethical questions.Autonomous group discussions with various school classes in the age group of 14 to 16 (n=30) were carried out after the fieldwork.The documentary method was used for data analysis which resulted in a typology of students.Concerning the orientations of the students, two excluding types of students (marginalizing type & distancing type) and two including types (integrating type & normalizing type) could be reconstructed.In addition to the benefit of the typology prese nted in this paper becoming an impulse for students to engage in self-reflection, the typology can also serve as a diagnostic tool for teachers to grasp learning conditions.Furthermore, an understanding also arises about students´ orientations to support the conceptualization of fieldwork in terms of practical handling and necessary measures for its use.

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