Zukunftsperspektiven mit Kindern entwickeln - ein italienisch-deutsches Forschungsprojekt zum historischpolitischen Sachlernen in schulbezogenen Sammlungen.

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Bibliographic Details
Title:	Zukunftsperspektiven mit Kindern entwickeln - ein italienisch-deutsches Forschungsprojekt zum historischpolitischen Sachlernen in schulbezogenen Sammlungen.
Alternate Title:	Developing future perspectives with children - an Italian German research project on historical-political learning processes in school-related collections.
Authors:	Chistolini, Sandra¹ sandra.chistolini@uniroma3.it, Wagner, Bernd² bernd.wagner@uni-leipzig.de
Source:	Discourse: Journal of Childhood & Adolescense Research / Diskurs Kindheits- und Jugendforschung. 2026, Vol. 21 Issue 2, p295-312. 18p.
Subject Terms:	Futures studies, Social sciences education, Education research, Elementary education, *Political science education, Intergenerational communication, Collections, Crises
Geographic Terms:	Germany, Italy
Abstract (English):	Actively dealing with crises and unavoidable disasters requires visions for the future (Club of Rome, 2022). Crisis-related content is usually addressed in the context of social science education in (primary) schools. In Germany, the cross-curricular tasks as well as a multi-perspective approach in 'Sachunterricht', are important (Pech, 2009), while in Italy, active citizenship is mentioned (Corradini & Mari, 2019). However, it remains questionable whether these institutional teaching contents can contribute to more active crisis management or whether they are merely social appeasement measures that conceal the fact that little is done to address the causes. This article outlines partnerships between primary schools and museums in the context of historical-political learning processes in institutions that make historical changes discursively tangible. The following article presents an empirically based pedagogical approach to developing these visions of the future with children in an intergenerational dialogue with collection objects that, as 'boundary objects' (Star & Griesemer, 1989), evoke different meanings and are suitable media for discourses on time and the future. [ABSTRACT FROM AUTHOR]
Abstract (German):	Ein aktiver Umgang mit Krisen und nicht vermeidbaren Katastrophen erfordert Visionen für die Zukunft (Club of Rome, 2022). Krisenbezogene Inhalte werden in der Regel im Kontext sozialwissenschaftlicher Bildung in (Grund-) Schulen aufgegriffen. In Deutschland sind die schulischen Querschnittsaufgaben sowie Vielperspektivität im Sachunterricht wichtig (Pech, 2009). In Italien ist es aktive Bürgerschaft (Corradini & Mari, 2019). Fraglich bleibt jedoch, ob diese Unterrichtsinhalte dazu beitragen können, Krisen aktiver zu bewältigen, oder ob sie vielmehr an soziale Beruhigungsmaßnahmen anschließen, die darüber hinwegtäuschen, dass an den Ursachen wenig verändert wird. Im Beitrag werden Partnerschaften zwischen Grundschulen und Museen im Kontext von historisch-politischen Sachlernen in Institutionen entworfen, die historischen Wandel diskursiv erfahrbar machen. Im Folgenden wird ein empirischer, pädagogischer Zugang vorgestellt, wie diese Zukunftsvisionen mit Kindern im generationenübergreifenden Dialog zu Sammlungsobjekten entwickelt werden können, die als „Boundary Objects" (Star & Griesemer, 1989) unterschiedliche Bedeutungen hervorrufen und adäquate Medien für Diskurse über Zeit und Zukunft sind. [ABSTRACT FROM AUTHOR]
	Copyright of Discourse: Journal of Childhood & Adolescense Research / Diskurs Kindheits- und Jugendforschung is the property of Verlag Barbara Budrich GmbH and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Education Research Complete

Description
Abstract:	Actively dealing with crises and unavoidable disasters requires visions for the future (Club of Rome, 2022). Crisis-related content is usually addressed in the context of social science education in (primary) schools. In Germany, the cross-curricular tasks as well as a multi-perspective approach in 'Sachunterricht', are important (Pech, 2009), while in Italy, active citizenship is mentioned (Corradini & Mari, 2019). However, it remains questionable whether these institutional teaching contents can contribute to more active crisis management or whether they are merely social appeasement measures that conceal the fact that little is done to address the causes. This article outlines partnerships between primary schools and museums in the context of historical-political learning processes in institutions that make historical changes discursively tangible. The following article presents an empirically based pedagogical approach to developing these visions of the future with children in an intergenerational dialogue with collection objects that, as 'boundary objects' (Star & Griesemer, 1989), evoke different meanings and are suitable media for discourses on time and the future. [ABSTRACT FROM AUTHOR]
ISSN:	18625002
DOI:	10.3224/diskurs.v21i2.09