Universitätsassistent/in (“post doc”) am Institut für Bildungswissenschaft

An der Universität Wien (mit 19 Fakultäten und Zentren, 178 Studienrichtungen, ca. 9.600 Mitarbeiter/innen und rund 92.000 Studierenden) ist ehestmöglich die Position einer/eines
Universitätsassistent/in (“post doc”) am Institut für Bildungswissenschaft

zu besetzen.
Kennzahl der Ausschreibung: 9407

Die ausgeschriebene Stelle ist am Institut für Bildungswissenschaft an der Fakultät für Philosophie und Bildungswissenschaft angesiedelt. Die Hauptaufgaben des Instituts liegen in der Lehre und Forschung im Bereich der Bildungswissenschaft. Die Forschung widmet sich der Beschreibung, kritischen Analyse und wissenschaftlichen Erklärung von Phänomenen der Bildung und Erziehung. Die Stelle ist dem Arbeitsbereich Allgemeine Erziehungswissenschaft in der Abteilung für Theorie und Empirie der Bildung und Erziehung im Institut für Bildungswissenschaft an der Fakultät für Philosophie und Bildungswissenschaft zugeordnet. Der Arbeitsbereich Allgemeine Erziehungswissenschaft (Leitung: Univ. Prof. Dr. Daniel Tröhler) bietet Ihnen die Möglichkeit, in einem international vernetzten Team zu forschen und zu lehren und dabei Ihr eigenes ForscherInnenprofil zu entwickeln.
Dauer der Befristung: 4 Jahr/e
Beschäftigungsausmaß: 40 Stunden/Woche.
Einstufung gemäß Kollektivvertrag: §48 VwGr. B1 lit. b (postdoc)
Darüber hinaus können anrechenbare Berufserfahrungen die Einstufung und damit das Entgelt bestimmen.
Ihre Aufgaben:
Der Arbeitsbereich “Allgemeine Erziehungswissenschaft” (Univ.-Prof. Dr. Daniel Tröhler) zielt darauf, mittels eines internationalen Zugangs pädagogische Denksysteme zu untersuchen, die in den jeweiligen historischen, kulturellen und nationalen Kontexten entstehen. Der erfolgreiche Kandidat/die erfolgreiche Kandidatin wird aktiv am Forschungs- und Lehrprogramm des Arbeitsbereichs Allgemeine Erziehungswissenschaft sowie administrative Aufgaben übernehmen:
Aktive Beteiligung an Forschung, Lehre und Administration, dies impliziert

  • Auf- bzw. Ausbau eines selbstständigen Forschungsprofils
  • Mitwirkung in Forschungsprojekten / bei wissenschaftlichen Studien
  • Internationale Publikations- und Vortragstätigkeit
  • Projektbeantragung und Drittmitteleinwerbung
  • Vorbereitung / Fertigstellung einer (publikationsreifen) Habilitation
  • Selbständige Abhaltung von Lehrveranstaltungen im Ausmaß der kollektivvertraglichen Bestimmungen
  • Studierendenbetreuung
  • Mitwirkung an Evaluierungsmaßnahmen und in der Qualitätssicherung
  • Mitwirkung in der Forschungs-, Lehr- und Institutsadministration
    Ihr Profil:
    Abgeschlossene Promotion im Bereich der Bildungswissenschaft / Erziehungswissenschaft / Pädagogik;
    einschlägige Dissertation – Publikationserfahrung in internationalen Zeitschriften und Vorträge – Interesse an
    einer Entwicklung eines Forschungsprofils im Rahmen des Arbeitsbereichs – Lehrerfahrung – Teamfähigkeit –
    Sehr gute Englischkenntnisse in Wort und Schrift, Kenntnis einer dritten Sprache erforderlich
    Erwartet werden zudem
  • Lehrerfahrung / Erfahrung mit E-Learning
  • Erfahrung in der Mitwirkung an Forschungsprojekten
  • Publikationen in renommierten, facheinschlägigen Medien (peer-reviewed je nach fachlichen Standards)
  • Internationale Vortragstätigkeit
    Wünschenswert sind
  • Kenntnis universitärer Abläufe und Strukturen
  • Auslandserfahrungen
  • Erfahrungen in der Studierendenbetreuung
    Einzureichende Unterlagen:
  • Motivationsschreiben
  • Wissenschaftlicher Lebenslauf (inkl. Publikationsliste, Verzeichnis Lehrveranstaltungen, Liste
    Vortragstätigkeiten)
  • Beschreibung der Forschungsinteressen und Forschungspläne / ggf. des Habilitationsvorhabens
  • Kontaktadressen möglicher ReferenzgeberInnen
    Forschungsfächer:
    Hauptforschungsfach Spezielle Forschungsfächer Wichtigkeit
    Erziehungswissenschaften Allgemeine Pädagogik Musskriterium
    Sprachen:
    Sprache Sprachniveau Wichtigkeit
    Deutsch Exzellente Kenntnisse Musskriterium
    Englisch Exzellente Kenntnisse Musskriterium
    Ihre Bewerbung:
    Wir freuen uns auf Ihre aussagekräftige Bewerbung mit Motivationsschreiben unter der Kennzahl 9407, welche Sie bis zum 10.03.2019 bevorzugt über unser Job Center (http://jobcenter.univie.ac.at/) an uns übermitteln.
    Für nähere Auskünfte über die ausgeschriebene Position wenden Sie sich bitte an Tröhler, Daniel +43-1-4277-46730.
    Die Universität Wien betreibt eine antidiskriminatorische Anstellungspolitik und legt Wert auf Chancengleichheit
    und Diversität (http://diversity.univie.ac.at/). Insbesondere wird eine Erhöhung des Frauenanteils in Leitungspositionen und beim wissenschaftlichen Personal angestrebt. Frauen werden bei gleicher Qualifikation vorrangig aufgenommen.
    DLE Personalwesen und Frauenförderung der Universität Wien
    Kennzahl der Ausschreibung: 9407
    E-Mail: ta.ca1553031394.eivi1553031394nu@re1553031394tnecb1553031394oj1553031394
    Datenschutzerklärung des Job Centers
  • Ausschreibung als Link

JOB ADVERTISEMENT | POSTDOC POSITION

Institute: University of Zurich, Institute of Education

Position: Postdoctoral Researcher

Workload: 70-80%

Description of UZH unit

The Education and Work Research Unit is focused on the analysis of changing forms of work, the training opportunities offered by private and public employers and the governance of continuing vocational education and training.

The postdoc position is associated with the project “Education and the European Digital Agenda: Switzerland, Germany and Sweden after 1970” funded by the Swiss National Science Foundation (SNSF) and located at the Education and Work Research Unit. The project is concerned with how the challenge of new information and communications technologies has been met in Europe during the first decades after the microchip began restructuring businesses, administration and daily life.

Responsibilities

The postdoctoral scholar will research the various government initiatives in Germany and Sweden or in Germany and Switzerland, between 1970 and 2000. European-level and transnational developments will be studied cooperatively by the two researchers in the project and the research leader. The individual archival research will result in a book or a habilitation thesis, published as a monograph. There will also be collaborative articles published in renowned journals for educational research and history.

Qualifications

The candidate should have:

– a Ph.D. in education or history,
– knowledge of the European history of education,
– excellent academic writing skills and
– experiences in archival research.

Language requirements

Most of the internal communication and research will be in English. The candidate should also have, as a minimum requirement, very good reading skills either in Swedish and German or in French and German.

Computer skills: Basic knowledge of database management

Special requirements

In addition to the usual application documents in English or German, the candidate is asked to send a short draft proposal (1-2 pages) for his or her book project in the context of the funded SNSF project “Education and the European Digital Agenda”:

https://www.ife.uzh.ch/de/research/arbeitsleben/forschung/Education-and-Technology

We offer:

The Education and Work Research Unit offers an interdisciplinary, highly engaged and family-friendly working environment. The postdoc position (70-80%) is funded for four years. The salary will be in the range recommended by the Swiss National Science Foundation. The project lies within the area of interest of an international network of researchers in the European history of education. The network is represented by an international reference group that includes leading experts from this field of research, especially from Switzerland, Germany and Sweden.

For additional information about an employment at the University of Zurich please visit
http://www.pa.uzh.ch/en/Willkommen-an-der-UZH.html

This position opens on: April 1, 2019

More information: Dr. Michael Geiss, hc.hz1553031394u.efi1553031394@ssie1553031394gm1553031394

If you are interested, please send your application via email to: hc.hz1553031394u.efi1553031394@ssie1553031394gm1553031394

Application accepted until: November 30, 2018

JOB ADVERTISEMENT | PH.D. POSITION

Job Advertisement | Ph.D. Position


Institute:
University of Zurich, Institute of Education, Zurich

Position: Ph.D. Position

Workload: 60%

Description of UZH unit

The Education and Work Research Unit is focused on the analysis of changing forms of work, the training opportunities offered by private and public employers and the governance of continuing vocational education and training.
The Ph.D. position is associated with the project “Education and the European Digital Agenda: Switzerland, Germany and Sweden after 1970” funded by the Swiss National Science Foundation (SNSF) and located at the Education and Work Research Unit. The project is concerned with how the challenge of new information and communications technologies has been met in Europe during the first decades after the microchip began restructuring businesses, administration and daily life.

Responsibilities

The Ph.D. student will research the various government initiatives in Sweden or Switzerland between 1970 and 2000. European-level and transnational developments will be studied cooperatively by the two researchers in the project and the research leader. The individual archival research will result in a dissertation, published as a monograph. There will also be collaborative articles published in renowned journals for educational research and history.

Qualifications

The candidate should have:

– a master’s degree in education or history,
– knowledge of the European history of education and
– excellent academic writing skills.

Language requirements

Most of the internal communication and research will be in English. The candidate should also have, as a minimum requirement, very good reading skills either in Swedish or in French and German.

Computer skills: Basic knowledge of database management

Special requirements

In addition to the usual application documents in English or German, the candidate is asked to send a short draft proposal (1-2 pages) for his or her Ph.D. project in the context of the funded SNSF project “Education and the European Digital Agenda”:

https://www.ife.uzh.ch/de/research/arbeitsleben/forschung/Education-and-Technology

We offer:

The Education and Work Research Unit offers an interdisciplinary, highly engaged and family-friendly working environment. The Ph.D. position is funded for four years. The salary will be in the range recommended by the Swiss National Science Foundation. The project lies within the area of interest of an international network of researchers in the European history of education. The network is represented by an international reference group that includes leading experts from this field of research, especially from Switzerland, Germany and Sweden.

For additional information about an employment at the University of Zurich please visit
http://www.pa.uzh.ch/en/Willkommen-an-der-UZH.html

This position opens on: April 1, 2019

More information: Dr. Michael Geiss, hc.hz1553031394u.efi1553031394@ssie1553031394gm1553031394

Application

If you are interested, please send your application via email to: hc.hz1553031394u.efi1553031394@ssie1553031394gm1553031394

Application accepted until: November 30, 2018

The Companions of the Université nouvelle. History, Memory and Legacy.

CfP for the international symposium organized by the Comité universitaire d’information pédagogique (CUIP). The Companions of the Université nouvelle. History, Memory and Legacy. Friday 15 and Saturday 16 November 2019 at the Centre international d’études pédagogiques | Sèvres (France).
Communication proposals are expected for 15.10.2018.
***
CfP

Synopsis

The Companions were combatants in the Great War who hoped the Sacred Union – obtained through the self-sacrifice of Frenchmen who fought together and gave their blood in the dirty mud of the trenches to serve the nation’s interests – would extend its benefits in peacetime by propelling a fundamental change in the University, a word then used to designate what we ended up calling the French education system. A democratic reform, it was supposed to abolish the separation in schooling between two impermeable wholes: the free primary school system and its higher grades conceived for the children of the people and of the lower middle-class; and the secondary system of schools, founded by Napoléon Bonaparte, which offered a humanistic and scientific education for bourgeois children from the lowest to the highest grades and prepared most of them for higher studies. The Companions wanted to establish a fair and efficient New University, which would welcome children in a comprehensive school leading only the top students, regardless of their social origins, to higher studies. In their view, social equity was supposed to serve economic efficiency as well as play a key role in rebuilding the nation. But the Companions changed over time. There were only seven of them in 1917, when their first articles were published. Later on, they were subjected to various influences: some coming from the outside – such as political, union, and associative interest groups – and others from the inside. As the group grew in size, founding members were replaced by new members coming from academia, including psychologists and physicists who would later be close to Jean Zay, the Minister of Education in the government of the Popular Front. At the beginning of the 1930s, the New University had thus shifted, sometimes dramatically, on certain key points of its project aimed at democratising schools: on school culture (especially on the position of science and technical courses in the curriculum); on the meaning and function of what would later be called the middle school – between the primary school and the secondary school – with vocational guidance (whether geared toward participation in academic tracks or participation in vocational programmes) as its guiding principle; on the emancipation of working-class and lower middle-class children ; on gender equality; and on issues pertaining to the unity and solidarity of the teaching body.

Conference Themes

The conference may be of interest to historians, sociologists, education philosophers, pedagogues, teachers, school administrators and officers, who have studied the evolution – whether old or recent – of those educational issues the Companions of the New University deemed fundamental. The Scientific Committee of the conference invites proposals for research papers on the following themes:

1.The history of the period of activism of the Companions (1917-1933), which should not be understood restrictively. Incursions before 1917 – since the beginning of the 20th century – and after – until the end of the 1930s, and even until the end of the Second World War, including Occupation time – are welcome. Historical writings pertaining to the Companions already exist, but numerous aspects of the movement still remain to be thoroughly studied:

*Prosopographical approaches: The Companions of the New University constituted a large group, involving hundreds of people. What were their most salient traits? Papers in this section would typically aim at analysing the Companions as a group of individuals, highlighting their characteristics. Without claiming to be exhaustive, papers may focus on the size of the group, or on the age, gender, location, profession, careers, affiliations, and social networks of its members.

*International approaches: interactions between education systems; international influences felt; original contributions made by the Companions of the New University during the time of their campaign (also possibly in earlier decades in order to clarify the emerging conditions of the movement); and possible influence of the Companions on other countries. Papers with this approach would typically focus on one of the following dimensions and aim at assessing:

– The influence of foreign school models (Anglo-Saxons countries, Germany, Switzerland among others) on the initial project as it was conceived and presented in the two volumes of the New University published in 1918 and 1919.

– The influence of foreign models on the adjustements/reworking of the Companions’ ideas following the educational debates of the 1920s and early 1930s in France.

– The possible interactions between the propositions made by the Companions and foreign education reform effort aimed at establishing a comprehensive school in other countries.

*Socio-economic approaches: the reception of the New University in political, professional, unionist, religious, and associative circles. Papers with this approach would typically focus on assessing the role of social and economic interest groups (political parties, publishing conglomerate, religious groups, etc.) in the shifting of the Companions’ doctrine.

* Political approaches: what was the actual impact of the New University on school reforms implemented during the time of the Companions’ campaign, and up to the period when Jean Zay acted as Minister of Education in the government of the Popular Front?

* Pedagogical Approaches: what were the links between the Companions and the pedagogical reform movements during the inter-wars period? What pedagogy(ies) should be used in the comprehensive school?

* The memory of the Companions. Contributors are requested to focus their papers around one of the two following sub-themes: – The memory of the New University in the political and unionist discourses: when did the New University became a reference in the political, pedagogical, and unionist discourses, since the end of the Second World War? When, for whom and, above all, why did the memory disappear from public awareness?

– The memory of the New University in historiography: how historians of education and pedagogical doctrines have progressively constructed the idea of a “Companions moment”, which became a doxa only recently debunked in the historiography.

2.The legacy of the New University. A round-table will bring together contributors who will analyse the evolution of the key concepts developed by the Companions, their meaning as well as the subsequent interpretations they received. By re-interrogating issues set forth by the Companions, these contributors will strive to understand why a concept appears and subsequently disappears from public discourse, without seeing this process as a continuum that would not be historically justified.

The round-table will address the issue of vocational guidance for pupils before they begin their working life. This issue, which lies at the heart of the project of the Companions of the New University, is closely related to other important educational ideas such as education continuity and monitoring of student’s abilities.

“… at the base, the comprehensive school. It will lead the pupil, on the one hand to discover the humanities, on the other to vocational training, which will both meet in higher education ” (Les Compagnons, L’Université Nouvelle, 1918, B. Garnier [éd.], Lyon, INRP, 2008, p. 40).

“The teaacher will endeavour to detect the abilities of the child, to spy on his natural dispositions. From eleven to fourteen, the child, facing new realities, will reveal himself in the technical as well as in the intellectual field. Let’s take advantage of these previous years to spare the children the trouble of being steered in the wrong direction and help them discover their vocation.” (Ibid., p .205)

“We consider the comprehensive school to be the setting in which all our young minds are trained, not to the practice of a trade, but to the learning of a profession. Its great and beautiful role is to produce intelligences, not instructed, but open-minded.” (Les Compagnons, L’Opinion, Journal de la semaine, 8 février 1919, p. 109).

Contributors on this theme would typically focus their research papers on one or two educational ideas the Companions campaigned on, questioning the various ways in which these ideas may have been disseminated to widely varying audiences, transformed over time, and sometimes distorted from their initial meaning.

Instructions for authors

Individual paper proposals should include a title followed by a short abstract (1,000 characters maximum, including spaces). Authors should spell out the paper’s focus as well as its link with the overall theme of the conference. Explicit reference should be made to the Companions’ work, public writings, and activities. Individual paper proposals should also include a brief overview of the sources used and a discussion of how the paper relates to other scholarship in the field. In addition, authors should include their full name, institutional affiliation, telephone number, mailing and e-mail addresses.

Please submit proposals and contact information by e-mail to rf.pi1553031394uc@pi1553031394uc1553031394

All proposals will be anonymously peer-reviewed by the Scientific Committee.

A book will be published after the conference, consisting of selected contributions.

Important Dates

Deadline for submission: October 15, 2018.

Notification of acceptance: November 15, 2018.

Registration information

To participate in the conference, registration is mandatory.

Registration is open, without charge, to anyone interested in the conference theme, within the limit of the number of places available.

Registration for the conference can be made by sending an e-mail to rf.pi1553031394uc@pi1553031394uc1553031394.

Access to the conference is restricted to registered individuals only.

Accommodation at the CIEP de Sèvres is available for conference participants who request it.

Committees

Scientific committee

Julien Cahon, Université de Picardie – Jules Verne, France

Jean-François Coddette, Université d’Artois, France

Norberto Dallabrida, Université de l’Etat de Santa Catarina, Brésil

Arnaud Dubois, Université de Cergy-Pontoise, France

Renaud d’Enfert, Université de Picardie – Jules Verne, France

Alexandre Fontaine, Université de Vienne, Autriche

Rita Hofstetter, Université de Genève, Suisse

Jérôme Krop, Université d’Artois, France

Dominique Ottavi, Université Paris Nanterre, France

Marianne Thivend, Université de Lyon 1, France

Marie Vergnon, Université de Caen – Normandie, France

Sylvain Wagnon, Université Paul Valéry – Montpellier 3, France

Steering committee

Pierre-Philippe Bugnard, Université de Fribourg

Jean-Paul Delahaye, IGEN honoraire

Catherine Dorison, Université de Cergy-Pontoise

Ismail Ferhat, Université de Picardie – Jules Verne

Bruno Garnier, Université de Corte

Roger-François Gauthier, IGEN de l’administration générale et de la Recherche

Aurore-Marie Guillaume, CUIP

Laurent Gutierrez, Université Paris Nanterre

Pierre Kahn, Université de Caen Normandie

Denis Pavier, CUIP

Bruno Poucet, Université de Picardie – Jules Verne

André Robert, Université de Lyon 2

Martine Safra, CUIP

Yves Verneuil, Université de Lyon 2

Knowledge portal on the history of schooling and education

The History of Education knowledge portal enables researchers, students, teachers and interested members of the public to carry out discipline-specific and multilingual research on sources and data relating to the history of education research in Switzerland. Various digital sources on the history of education are accessible through a search mask.

 

Contact

hc.et1553031394hcihc1553031394segsg1553031394nudli1553031394b@noi1553031394tkade1553031394r1553031394