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This article explores how the sorting and separating of pupils into entangled categories of social/cultural disadvantage and disability in the 1960s through the 1980s created populations of concern. Even though the United States and Germany are typically contrasted in their approaches to inclusive education, a new scientisation of the "social" had similar effects in both countries. While inclusion is usually presumed as the opposite of segregation, we examine how distinct curricula -- often administered in separate classrooms or schools -- became deemed essential to prepare target populations for eventual inclusion. In the United States, demands for desegregation and mainstreaming were met in part with the design of curricula and instructional strategies for populations marked by categories of disability and/or cultural disadvantage. In West Germany, similar pedagogies appeared in materials designed for special and lower-track schools aimed at pupils classified as learning disabled and/or socio-culturally disadvantaged. Drawing on archival analysis of research journals, reports, and curricular materials from both countries, we examine how science pedagogies constituted social/cultural disadvantage and/or disability as a type of learner with limited experiences requiring compensation and emotional needs requiring affective calibration. Similar practices produced these populations of concern, enclosing them in a pre-scholastic intervention space and prescribing targeted strategies as necessary for their integration as healthy, responsible citizens. At stake is understanding how curricular differentiation directed to previously excluded groups can generate new subdivisions of the social -- authorising separate (and unequally positioned) instruction in the name of inclusion.

The concept of responsibility is both omnipresent and highly ambivalent in the field of education. On the one hand, the term is considered to be one of the key concepts of pedagogical ethics, intended to enable a reflection on pedagogical authority. On the other hand, it is inextricably linked to the concept of accountability, which, in fact, tends to obscure important ethical issues in education. In this paper, Nele Kuhlmann aims to illustrate that these two dimensions of the concept of responsibility are inseparably rooted in its conceptual history and that it is only through this interplay that the term could become such an influential and powerful concept. By pointing out the ambiguous character of "responsibility" in the German field of educational theory and politics, Kuhlmann attempts to open up an epistemological space for thinking beyond the notion of responsibility in terms of sovereignty and accountability.

Copyright of Journal for Sociology of Education & Socialization / Zeitschrift für Soziologie der Erziehung & Sozialisation is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. 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.)

Copyright of Zeitschrift für Pädagogik is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. 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.)

In the analyzed speech of a school principal at a school, the recognition norms conveyed in the speeches to the new students are analyzed. The speech was recorded on video as part of a research project on school recognition. The method of address analysis is used to examine how social relationships and normative orders are established through linguistic and physical addresses. The analysis of the speech shows which relationship offers and recognition norms become apparent in the initiation of the new students. It is emphasized that language in school not only reproduces the existing culture, but can also contribute to shaping and changing relationships and recognition orders. [Extracted from the article]

Copyright of Zeitschrift für Pädagogik is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. 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.)

The article combines a subjectivation-theoretical approach with conceptual-analytical approach for addressing formula responsibility in reform pedagogical movements. It mentions concept of responsibility in an ambivalent tension offered the possibility of both secularizing the pedagogical conscience in the form of a 'sense of responsibility' and at the same time intensifying the pastoral logic of the caring pedagogical leadership of the tours.