Sabine Reh

Sabine Reh (born November 28, 1958 in Zeven ) is a German educator . She is Professor of Historical Educational Research at the Humboldt University of Berlin and Director of the Library for Research on Educational History (BBF) of the Leibniz Institute for Educational Research and Information in Education (DIPF) .

biography

She studied German , history and education at the Justus Liebig University in Giessen and the University of Hamburgand graduated in 1985 with the 2nd state examination for teaching at grammar schools. This was followed by activities as a teacher in advanced training measures for the unemployed until 1992, as a teacher at the state-recognized vocational school for curative education care in the Vorwerker Heimen in Lübeck (Diakonie), as a consultant for the social science subject area in the secondary level II in the Brandenburg State Institute for Education and as a consultant in the policy department of the Ministry of Education, Youth and Sport of the State of Brandenburg. In 1992 he received his doctorate from the University of Hamburg. Reh was then here from 1993 to 2002 as a research assistant at the Institute for School Education. In 2002 she obtained her habilitation. From 2001 to 2002 Reh represented the C3 professorship for school education at the University of Vechta and from 2002 to 2003 was professor for school education / school development at the University of Education in Freiburg . She then switched to the C3 professorship for secondary education / school development at the Westphalian Wilhelms University in Münster , where she worked for a year from 2003. In 2004 she was appointed to the professorship for general and historical education (C4) at the Technical University of Berlin , which she held until 2012. Reh has been Professor of Historical Educational Research at the Humboldt University of Berlin and Director of the Library for Research on Educational History (BBF) at DIPF | since October 2012 Leibniz Institute for Research and Information in Education. From September to November 2018 she was a visiting professor at the École Normale Supérieure de Lyon . In November 2019 she was also appointed Deputy Managing Director of the DIPF.

Sabine Reh is co- editor of various specialist journals and specialist book series, u. a. the yearbook for historical educational research , the journal for pedagogy , the series pedagogical case anthologies and Studia Educationis Historica / Bildungsgeschichtliche Studien / Studies in the History of Education / Estudios de Historia de la Educación.

She is a member of professional societies and advisory boards, including the German Society for Educational Sciences (DGfE) , in which Reh held a position on the board from 2010 to 2016, and the Scientific Advisory Board of the Georg Eckert Institute - Leibniz Institute for International Textbook Research , which she has been chairing since 2017. In addition, Sabine Reh works as a reviewer for various commissions in accreditation procedures and for university appointment committees.

research

Her research interests include historical educational research (in particular the cultural and social history of educational institutions, professions and discourses), the history of (specialist) teaching, historical epistemology, the ethnography of educational orders and practices, the theory and methodology of historical and reconstructive Hermeneutic educational research (e-humanities) as well as the examination of institutions and knowledge practices in the educational field after 1945. Reh often pursued these research interests within larger research projects, funded by the Federal Ministry of Education and Research (BMBF), the German Research Foundation (DFG) and the German Institute for International Educational Research (DIPF).

Specifically, Reh has dealt with the establishment of the all-day school in several projects and presented elaborations on practices, regulations and teaching technologies. This made it one of the first to make ethnographically oriented methods usable on a large scale for educational science. Associated projects here were B. "Cooperative development partnership between two all-day primary schools (KEG)", the project "Learning culture and teaching development at all-day schools" (LUGS) and "Community and social heterogeneity in entry classes of reform-oriented secondary schools (GemSe)". The project “Recognition ratios in urban primary schools (AnuG)” was also ethnographically, although methodologically more differentiated. Furthermore, Reh turned to the source type of the school newspaper and evaluated it as a genre and historical document for the FRG as part of the project “School magazines of the 1950s and 1960s in the Federal Republic of Germany: Artifacts of high school cultures and their change in meaning (PAUSE)”. In the project “Attention. History - Theory - Empiricism ”, she worked on the concept of“ attention ”historiographically, thereby enabling a better understanding of past school reality as well as significant transformations in the field of teaching. In the recent past, Reh has been involved in the processing of the possible conditions of sexual violence in educational contexts as part of the project “Institutional risk constellations of sexual violence in familial educational contexts (IRiK)”. Furthermore, she dealt with institutional change processes in the school system. She did this with a dual focus: As part of her work in the project “Schule im Wandel V (SchiWa V)”, she investigated the possible conditions for the successful implementation of impulses for school change. Research on the introduction of all-day schools can also be assigned to this sector, largely carried out in the project "Ideas, actors, knowledge - comprehensive school in Hesse using the example of the Wetzlar area trial from the 1970s to the present".

Fonts

The involvement in various research fields of educational science is also reflected in Sabine Reh's publications, which she mostly develops and publishes in publication teams. In her writings, for which she was solely responsible, she sat down as part of her doctoral thesis “They give us lessons instead of bread”. Unemployment Education Between Labor Market Policy and Welfare Care in Hamburg 1914–1933 (1995) dealt with the topic of unemployment education and designed a typology of the different types and functions of unemployment education using the example of the city of Hamburg. The doctoral thesis was supervised by Klaus-Jürgen Tillmann (University of Hamburg) and supported by a grant from the Hans Böckler Foundation . In her habilitation thesis from 2003 with the title Career Biographical Texts of East German Teachers as "Confessions": Interpretations and methodological considerations for educational biography research, Reh examines - based on the upheaval of German reunification - the connection between institutional change and the biographical treatment of the individually experienced Consequences of this change. The central result here is the methodological reflection of the biographical research approach. In the study, Reh succeeded in identifying and grouping existing patterns of interpretation for educational professionalism. Reh's habilitation is in the field of general educational science and school pedagogy and was funded by a postdoctoral fellowship from the German Research Foundation (DFG).

In addition to the editorships and monographs, there is also a large number of further edits of subject parts and focal points in various specialist journals. The current list of publications can be found on Sabine Reh's homepage on the DIPF website .

Publications (selection)

• “They give us lessons instead of bread”. Unemployment education between labor market policy and welfare in Hamburg 1914–1933. Results, Hamburg 1995.
• From the "idiot institution" to the Vorwerker homes. Schmidt-Römhild, Lübeck 1997.
• with E. Arnold, J. Bastian, A. Combe and C. Schelle: School development and change in educational work. On the work situation, stress and professionalization of teachers in school development processes. Bergmann and Helbig, Hamburg 2000.
• Professional biography texts by East German teachers as “confessions”. Interpretations and methodological considerations for educational biography research. Klinkhardt, Bad Heilbrunn / Obb. 2003.
• with U. Popp: Developing schools through research. Juventa, Weinheim / Munich 2004.
• with K. Rabenstein: Cooperative and independent work by students. To improve the quality of teaching. Springer VS, Wiesbaden 2007, doi: 10.1007 / 978-3-531-90418-4 .
• with J. Bastian, W. Helsper and C. Schelle: Professionalization in the teaching profession. From criticism of the teacher's role to pedagogical professionalism. Leske and Budrich, Opladen 2000.
• with F.-U. Kolbe, B. Fritzsche, T.-S. Idel and K. Rabenstein: All-day school as a symbolic construction. Case analyzes on legitimation discourses from a school theoretical perspective. Springer VS, Wiesbaden 2009, doi: 10.1007 / 978-3-531-91354-4 .
• with C. Schelle and K. Rabenstein: Lessons as interaction. Klinkhardt, Bad Heilbrunn 2010.
• with W. Thole, M. Baader, W. Helsper, M. Kappeler, M. Leuzinger-Bohleber, U. Sielert and C. Thompson: Sexualized violence, power and pedagogy. Barbara Budrich, Opladen / Berlin / Toronto 2012, doi: 10.1007 / 978-3-531-19095-2 .
• with H. de Boer: Observation at school - learning to observe. Springer VS, Wiesbaden 2012, doi: 10.1007 / 978-3-531-18938-3 .
• with A. Tervooren, N. Engel, M. Göhlich and I. Miethe (eds.): Ethnography and difference in educational fields. International developments in educational research. Transcript, Bielefeld 2014, doi: 10.14361 / transcript.9783839422458 .
• with H.-P. Füssel (ed.): Law and modern school. Contributions to their history. Klinkhardt, Bad Heilbrunn 2014.
• with T. Hascher, T.-S. Idel, W. Thole and K.-J. Tillmann (Ed.): Education throughout the day. Research and theoretical perspectives in educational science. Barbara Budrich, Opladen / Berlin / Toronto 2015.
• with U. Gebhard, M. Hummrich and K. Rabenstein (eds.): Things, knowledge, specialist cultures: The materialities in teaching and school. In: Journal for interpretative school and teaching research (ZISU). Volume 4, 2015, online: http://www.budrich-journals.de/index.php/zisu/article/view/21311/18606
• with B. Fritzsche, T. Idel and K. Rabenstein (eds.): Learning cultures: Reconstruction of pedagogical practices in all-day schools. Springer VS, Wiesbaden 2015 (= School and Society. Volume 47). doi: 10.1007 / 978-3-531-94081-6 .
• with K. Berdelmann and J. Dinkelaker (eds.): Attention: To the history, theory and empiricism of an educational phenomenon. Springer VS, Wiesbaden 2015, doi: 10.1007 / 978-3-531-19381-6 .
• with W. Keim and U. Schwerdt: Reform Education and Reform Education - Reception in a New Perspective. Perspectives and impulses. Klinkhardt, Bad Heilbrunn 2016.
• with S. Blömeke, M. Caruso, U. Salaschek and J. Stiller: Traditions and Futures. Contributions to the 24th Congress of the German Society for Educational Science (DGfE). Barbara Budrich, Opladen / Berlin / Toronto 2016.
• with D. Wilde, Denise: The materiality of learning to write and read. On the history of school instruction practices since the mid-18th century. Klinkhardt, Bad Heilbrunn 2016.
• with E. Glaser, B. Behm and T. Drope: making knowledge. Contributions to a history of educational knowledge in Germany between 1945 and 1990 (= Journal for Pedagogy, 63rd Supplement). Beltz, Weinheim / Basel 2017.
• with N. Ricken: Performance as a paradigm. On the creation and transformation of an educational concept. Springer VS, Wiesbaden 2018, doi: 10.1007 / 978-3-658-15799

Individual evidence

1. ↑ New managing director of the DIPF - DIPF | Leibniz Institute for Research and Information in Education. Retrieved January 9, 2020 . 
2. ↑ KEG - Cooperative development partnership between two all-day elementary schools - DIPF | Leibniz Institute for Research and Information in Education. Retrieved November 29, 2018 . 
3. ↑ Editor Ganztagsschulen.org: All-day schools: LUGS: From learning and teaching in all-day schools. Retrieved November 29, 2018 . 
4. ↑ Recognition conditions in urban primary schools - DIPF | Leibniz Institute for Research and Information in Education. (PDF) Retrieved November 29, 2018 . 
5. ↑ School newspapers of the 1950s and 1960s in the Federal Republic of Germany: Artefacts of high school cultures and their change in meaning (PAUSE) - DIPF | Leibniz Institute for Research and Information in Education. Retrieved November 29, 2018 . 
6. ↑ attention. History - theory - empiricism - library for research on educational history. Retrieved November 29, 2018 . 
7. ↑ IRiK - Institutional risk constellations of sexual violence in familial educational contexts - DIPF | Leibniz Institute for Research and Information in Education. Retrieved November 29, 2018 . 
8. ↑ Anja Seifert: Theater education as a method of preventing violence in schools . In: School and Education in Transition . VS Verlag für Sozialwissenschaften, Wiesbaden 2009, ISBN 978-3-531-15305-6 , p. 209-224 , doi : 10.1007 / 978-3-531-91812-9_12 .
9. ^ Ideas, actors, knowledge - comprehensive school in Hesse using the example of the Wetzlar area trial - library for research on the history of education. Retrieved November 29, 2018 .