Chancengleichheit und Leistungsmotiv in der Bildungspolitik: Die Debatten um die Gesamtschule am Beispiel Luxemburgs
DOI:
https://doi.org/10.15203/ozp.1092.vol45iss1Schlagwörter:
Chancengleichheit, soziale Ungleichheit, Leistung, Gesamtschule, BildungsreformAbstract
Chancengleichheit und Meritokratie sind in der Bildungspolitik häufig gebrauchte Schlagworte der Legitimation von Reformen. Ein wesentliches Reformelement zur Verringerung von Bildungsungleichheiten stellt seit Beginn des 20. Jahrhunderts die Gesamtschule dar. Das Gleichheits- und Leistungsverständnis hinter dieser heftig diskutierten Reformmaßnahme ist jedoch sehr unterschiedlich und bis heute umstritten. Der Beitrag analysiert zentrale bildungspolitische Argumente für und gegen eine Gesamtschulreform am Beispiel Luxemburgs. Anhand von ExpertInneninterviews und historischen Dokumenten wird gezeigt, in welcher Weise sich unterschiedliche politische Gleichheitszugänge mit einer spezifischen Leistungskonstruktion und nationalen Elitereproduktion verbinden können.
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