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Humboldt-Universität zu Berlin - Faculty of Humanities and Social Science - History of Education



During my studies, scientific questions of education were always important to me, especially reform pedagogical approaches (amongst others also the lesser known libertarian ones) and the time of National Socialism.

In general, the sociopolitical or rather theoretical role and significance of education and Bildung were at the centre of my studies. In the last years this was mostly the case for questions of power and the formation of the subject so that a distinctive interest in methodology and methodics of discourse analytical research has evolved.

Generally I'm interested in aspects of corporeality/Leiblichkeit and pedagogy, especially the aspets of gender, socialisation and habitus but also of power/force. My Masters thesis "Pegagogic speaking about "catastrophies", a discourse analytical examination of the killing spree of Erfurt" thus was a connection of my interests in power in pedagogical contexts, the construction of subjects under this perspective and the possibilities of a discourse analytical approach to this topic.

Currently, my interests within the context of my PhD project are the connections of education and economy in a historical perspective. However, I was already interested in current themes and debates within this context during my time of studies.

More and more of interest to me are the scientific possibilities and developments with the help of the web 2.0 like OpenAcess, virtual collaborations and science blogs.


Topical Focus


  • Discourse and power-analytical perspectives in Education Studies
  • Force, power and corporeality in pedagogical contexts
  • Sociology of education, inequalities and equities in education




"Discursive contexts of modern pedagogy and bourgeois economy. A discourse analytical examination in the context of the introduction of compulsory schooling and teaching in the 18th century Prussia" (working title)

The analysis acts on the assumption that modern pedagogy and bourgeois economy, having evolved during the same time and partly sharing the same philosophical roots (Enlightenment), might also be mutually constituted in a certain way. With a discourse analytical approach, the change of the school as a central educational institution of the 18th century (from an economical burden, for example, the deprivation of workers to an element of economical production, for example, the instruction of workers), that reflected in the compulsory schooling and teaching, should be traced. Aim of this project is to analyse these connections in their development and arrangement: To what extent do discursive connections between compulsory schooling and teaching and economic interests exist and how do they change?