Partizipatorische pädagogische Diagnostik

Abstract

Teachers play a significant role for their students’ educational careers. Besides analysis of conditions of learning and learning processes, the field of pedagogical diagnostics implies the allocation of students to groups of learners or to special support programs (Ingenkamp & Lissmann, 2008). Consequently, pedagogical diagnostics are crucial for the students’ self-concept, their prospective educational opportunities and thus also for their career and life opportunities. Therefore, the fact that students’ knowledge concerning their abilities and needs are hardly used in the process of diagnostics needs to be changed. This paper deals with the question how students themselves can recognise and make clear what they are able to do and what they need in order to become what they want to become and not be restricted by others’ attributions of (non-)ability. The presented approach of emancipatory and dialogic diagnostics enables all students to actively design their educational processes. Moreover, it helps to make existing barriers, social norms and normative notions of reality as well as efficacious discourses and power structures visible in order to contribute to their reduction.