Ingrid Gogolin

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Ingrid Gogolin (born May 25, 1950 in Ratingen ) is a German educational scientist and professor at the University of Hamburg .

Life

Gogolin graduated from high school in 1968 , completed an internship at the Essen Neue Ruhr Zeitung and initially worked as a co-owner of an advertising agency. From 1974 to 1978 she studied German as a foreign language and English as a teacher ( secondary level I ) at the Pedagogical University of Rhineland and the University of Düsseldorf . After her legal clerkship and second state examination, she took up a second degree in educational science at the University of Essen , which she graduated with a diploma in 1982 . In 1987 Gogolin was educated there through the “educational goal of bilingualism . Contours of a Language Pedagogical Concept for the Multicultural School ”. In 1991 she completed her habilitation with the thesis “The monolingual habitus of the multilingual school” at the University of Hamburg . Today she teaches there as a professor in the department “Intercultural and International Comparative Education ”.

From 1998 to 2002 Gogolin was chairwoman of the German Society for Educational Science (DGfE), from 2004 to 2009 president of the European Educational Research Association (EERA) and from 2009 to 2010 founding president of the World Education Research Association (WERA).

She was co-coordinator of the state excellence cluster Linguistic Diversity Management in Urban Areas (LiMA, 2009 to 2014) and coordinator of the FörMig competence center at the University of Hamburg (2010 to 2013). Since 2014 she has been the coordinator of the research focus "Linguistic Education and Multilingualism", funded by the Federal Ministry of Education and Research (until 2020). On March 14, 2013, she was awarded an honorary doctorate by the Technical University of Dortmund . On March 28, 2017, she was awarded an honorary doctorate from the University of Athens .

She is a member of the Migration Council .

Since July 1, 2016 she was "President-Elect" of the World Education Research Association (WERA), from 2018 to 2020 the President.

Positions

The controversy over whether bilingualism or multilingualism is good or bad for individuals and society has a long tradition. Gogolin has shown in various works that this controversy is closely connected to the historical notion that a state and the people who live in it are “normally” monolingual. This idea goes back to the era of the establishment and establishment of the European nation-state in the 19th century. The fact that a nation as a whole, or at least in definable territories, is monolingual is one of the core characteristics of the nations according to this concept. Since then, the language used by individuals in the nation has also been viewed from the point of view of expressing solidarity with the community of all people living in a state. In various empirical and international comparative studies, Gogolin has shown that these ideas still guide action in many social contexts, not least in the education system.

Gogolin has clearly positioned itself in the controversy about the value and meaning of bilingual or multilingualism. It shows that multilingualism is de facto the "historical norm": the majority of the nations and regions of the world are either explicitly multilingual according to their constitution, or practically because of the people who live multilingual. The latter also applies to nations like Germany, which have the declared self-image of monolingualism. In Germany there are members of local minorities (such as Danes and Sorbs) who speak their languages, and migrants from around 190 countries of origin, most of whom are multilingual again. The languages ​​they bring with them are very important for migrants. In view of the irreversible fact that multilingualism is part of everyday life in most nations of the world, Gogolin pursues two leading questions: How can people who live in a community share a common language of understanding without this being detrimental to multilingualism is? And: Which conditions have to be fulfilled so that multilingualism is beneficial for individuals and society?

Publications

Works
  • Educational goal bilingual. Contours of a language pedagogical concept for the multicultural school (= series of research in pedagogy. Volume 1). Bergmann + Helbig, Hamburg 1988, ISBN 3-925836-13-6 (Zugl .: Hamburg, Univ., Diss., 1988).
  • The monolingual habitus of the multilingual school (= international university publications. Volume 101). Waxmann, Münster / New York, ISBN 3-89325-219-3 (Zugl .: Hamburg, Univ., Habil.-Schr., 1992); 2nd, unchanged edition 2008, ISBN 978-3-8309-2098-4 .
  • with Marianne Krüger-Potratz: Introduction to intercultural pedagogy. 2006; 3rd, revised. Edition, rev. Output. UTB, Leverkusen; Barbara Budrich, Leverkusen 2019, ISBN 978-3-8252-8606-4 .
  • (Ed.) With Ursula Neumann: Großstadt-Grundschule (= intercultural educational research. Vol. 1). Waxmann, Münster a. a. 1997, ISBN 3-89325-474-9 (various chapters by Gogolin).
  • with Ursula Neumann: Dispute about bilingualism - The Bilingualism Controversy. VS-Verlag, Wiesbaden 2009, doi: 10.1007 / 978-3-531-91596-8_1 .
  • with Inci Dirim, Thorsten Klinger u. a .: Promotion of children and young people with a migration background FÖRMIG - balance sheet and perspectives of a model program. Waxmann, Münster / New York 2011, ISBN 978-3-8309-2517-0 , urn : nbn: de: 101: 1-2014071621860 .
  • Bilingual Education In: James Simpson (Ed.): The Routledge Handbook of Applied Linguistics. London 2011, pp. 229-242.
  • with Elisabeth Ellis, Michael Clyne: The Janus Face of monolingualism. A comparison of German and Australian language education policies. In: Current Issues in Language Planning. Volume 11 (2011), 4, pp. 439-460, doi: 10.1080 / 14664208.2010.550544 .
  • with Oeter, Stefan: Language Rights and Language Minorities - Transferability of the International Language Regime to Migrants. In: RdJB - Law of Youth and Education. Magazine for schools, vocational training and youth education. Issue 1/2011, ISSN  2366-6749 , pp. 30-45.
  • Identificación de la calidad en las Publicaciones de Investigación Educativa. Proyecto Europeo sobre los Indicadores de Calidad en la Investigación Educativa (EERQI). In: Revista de Investigación Educativa (RIE). Asociación Interuniversitaria de Investigación Pedagógica (AIDIPE). Volume 30 (2012), No. 1, ISSN  0212-4068 , pp. 13-27, doi: 10.6018 / rie.30.1.140812 (English; summaries in Spanish and English).
  • European Educational Research Quality Indicators (EERQI). An experiment. In: Michael Ochsner, Sven E. Hug, Hans-Dieter Daniel (Eds.): Research Assessment in the Humanities. Towards Criteria and Procedures. Springer International Publishing, Zurich 2016, pp. 103–111, doi: 10.1007 / 978-3-319-29016-4 .
  • with Joana Duarte: Superdiversity, Multilingualism, and Awareness. In: Jasone Cenoz, Durk Gorter, May Stephen (Eds.): Language Awareness and Multilingualism. Springer International Publishing, Zurich 2016, doi: 10.1007 / 978-3-319-02325-0_24-1 .
Editorships
  • with Joana Duarte: Linguistic Superdiversity in Urban Areas. Research Approaches (= Hamburg studies on linguistic diversity. 2). Benjamin, Amsterdam 2013, ISBN 978-90-272-1415-7 .
  • with Fredrik Åström, Antje Hansen: Assessing quality in European educational research. Indicators and approaches. Springer VS, Wiesbaden 2014, ISBN 978-3-658-05968-2 .
  • with Dieter Lenzen : Quality in the education and science system ( magazine for educational science . Special issue. 23). VS-Verlag, Wiesbaden 2014 (in it foreword, doi: 10.1007 / s11618-014-0592-4 ).
  • with Hagen Peukert: Dynamics of Linguistic Diversity (= Hamburg Studies on Linguistic Diversity. Volume 6). John Benjamin Publishing Company, Amsterdam 2017, ISBN 978-90-272-1419-5 .

Projects

  • European Educational Research Quality Indicators - EERQ (7th Framework Program, Project Coordinator), 2008–2011
  • Linguistic Diversity Management in Urban Areas - LiMA (State of Excellence Cluster Hamburg, Vice-Coordinator), 2009–2013
  • FÖRMIG Competence Center of the University of Hamburg (Head), 2010–2013
  • Origin and educational success (HeBe): Why are different groups of origin different in educational success? On the interaction between social and cultural capital in the educational behavior of migrant families, together with Bernhard Nauck , TU Chemnitz, 2012–2014
  • Multilingualism development over time (CET), funded by the Federal Ministry of Education and Research BMBF, 2016–2019

Memberships in committees and juries

Web links

Individual evidence

  1. ^ Curriculum vitae. Ingrid Gogolin. Universität Hamburg, 2020, accessed June 20, 2020 .
  2. ↑ Wilfried Bos: Award of an honorary doctorate to Prof. Dr. Ingrid Gogolin by the Technical University of Dortmund. Eulogy. (No longer available online.) In: life.epb.uni-hamburg.de. February 13, 2013, archived from the original on February 23, 2014 ; accessed on November 22, 2018 .
  3. ^ Members. In: rat-fuer-migration.de, accessed on November 22, 2018.
  4. ↑ See Gogolin: The monolingual habitus of the multilingual school. 1994.
  5. ↑ See Gogolin / Neumann: Großstadt-Grundschule. 1997.
  6. ↑ See Linguistic Diversity Management in Urban Areas. (No longer available online.) In: lima.uni-hamburg.de. 2012, archived from the original on October 1, 2012 ; accessed on November 22, 2018 .
personal data
SURNAME Gogolin, Ingrid
BRIEF DESCRIPTION German educationalist and university professor
DATE OF BIRTH May 25, 1950
PLACE OF BIRTH Ratingen