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Wirtschaft in der Schule. Agendasetting, Akteure, Aktivitäten

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  • Hedtke, Reinhold
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    Abstract

    Der Beitrag analysiert das interessen- und bildungspolitische Feld der ökonomischen Bildung und fragt nach den relevanten Akteuren, ihren Ziele, Interessen und Aktivitäten. Er arbeitet die Grundlinien der bildungspolitischen Kontroverse um ein separates Schulfach Wirtschaft heraus und zeigt, dass sich darin wirtschafts- und gesellschafts-politische Interessenlagen und parteipolitische Strukturen spiegeln. Besonders ein-flussreiche Akteure sind Großunternehmen sowie Arbeitgeber- und Wirtschaftsverbän-de und ihnen nahestehende Stiftungen und Forschungseinrichtungen. Dieses konser-vativ-wirtschaftsliberale Netzwerk dominiert den Diskurs und dringt mit politisch einsei-tigen Unterrichtsmaterialien breit und tief in die Schulen ein. Zugleich bleibt die Frage, wie man ökonomische Bildung organisieren soll, umstritten. Die Forderungen der Wirt-schaftsverbände zielen auf eine Zerlegung multidisziplinärer Schulfächer in viele kleine disziplinäre Einzelfächer und sehen im Fach Wirtschaft einen tayloristisch durchgeplan-ten Kompetenzerwerb im 20-Minuten-Takt vor. Der Kern der Kontroverse liegt aber im Verhältnis von Wirtschaft und Politik: Ein separates, vorwiegend auf die Volkswirt-schaftslehre gegründetes Fach Wirtschaft symbolisiert den Autonomieanspruch der kapitalistischen Marktwirtschaft gegenüber demokratischer Politik. -- The paper “Trade and industry into schools? Agenda setting, actors and activities” analyses the field of economic education – focusing on interest groups and education policy – and looks for relevant actors, their goals, interests and activities. It provides an outline of the educational policy controversy about a separated school subject “econo-my” and shows how it reflects interests relating to economic policy and social policy and party-political affiliations. Big companies, employers’ associations and trade asso-ciations as well as foundations and research institutes close to them turn out to be in-fluential actors in economic education policy and practice. A network with clear con-servative and economic-liberal leanings is dominating the public discourse and pene-trating schools with politically one-sided teaching and learning material. At the same time, the question how to organize economic education remains a controversial issue. The political demands of these pressure groups are aiming at cutting up currently dom-inating multidisciplinary school subjects like civics, social studies or social sciences into many small single subjects with a narrow disciplinary focues. In a tayloristic manner, in the new subject “economy” students are expected to acquire a new “economic” competence every 20 minutes. The core of the controversy, however, is the general relationship between economy and democracy: a separated and isolated school subject “economy” providing mainly knowledge from economics symbolizes the demand for autonomy of the capitalist market society against democratic policy.

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    Paper provided by ZBW - German National Library of Economics in its series EconStor Preprints with number 54981.

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    Date of creation: Jan 2012
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    Handle: RePEc:zbw:esprep:54981

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    Keywords: Ökonomische Bildung; Bildungspolitik;

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