Norm and normality

Reflection on One’s Own Positions of Student Teachers within Dynamics of Social Power in School and Creating Non-Normative Spaces in Teaching

Abstract

Teachers find themselves in a powerful situation in the learning setting; through their actions and attitudes they produce contexts of normality in relation to the heterogeneity of the learners. This does not primarily refer to conscious exclusion processes, but to less or non-reflected processes of othering or norm production. For example, the assumption of certain external specifics as normal, such as skin color, ability, cultural knowledge, and gender binarities, may take place without reflection and lead to the learners’ experiences of exclu-sion. These othering processes assume normalities and thus represent constructions of a hegemonic power discourse. Although oriented towards different forms of heterogeneity lines of difference, the mechanisms of exclusion and the production of normality are similar. These are reflected in the university teacher trainings seminar with the help of the theories from anti-racism, disability studies, feminism, post-colonialism, as well as gender and queer studies in order to prevent exclusion and thus make inclusive school possible. The aim of the seminar, described in the article, is to sensitize students in teacher training to the power processes and norm constructions (as performed within educational institutions and by the teachers) and to qualify them to reflect about those dynamics. The contribution shows how reflection on norms and one’s own roles in the norm/structure of power can be achieved by means of different methods and approaches of university didactics (power flower, simulation games, outrage posters, invitations to experts). The article describes the concept and practical challenges of talking about privilege awareness in teacher...