36.2974, Confs: International Conference Participation, Democracy, and Discourse in Times of Uncertainty. Interdisciplinary Perspectives on Didactics, Teaching and Learning (Austria)

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LINGUIST List: Vol-36-2974. Fri Oct 03 2025. ISSN: 1069 - 4875.

Subject: 36.2974, Confs: International Conference Participation, Democracy, and Discourse in Times of Uncertainty. Interdisciplinary Perspectives on Didactics, Teaching and Learning (Austria)

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Date: 03-Oct-2025
From: Eva Vetter [eva.vetter at univie.ac.at]
Subject: International Conference Participation, Democracy, and Discourse in Times of Uncertainty. Interdisciplinary Perspectives on Didactics, Teaching and Learning


International Conference Participation, Democracy, and Discourse in
Times of Uncertainty. Interdisciplinary Perspectives on Didactics,
Teaching and Learning

Date: 21-Nov-2025 - 22-Nov-2025
Location: Vienna, Austria
Meeting URL:
https://lehrerinnenbildung.univie.ac.at/en/fields-of-work/language-teaching-and-learning-research/research/ongoing-projects/conference-language-power-identity/

Linguistic Field(s): Not Applicable

In the series sprache - macht – gesellschaft (language – power –
society), the University of Vienna, in cooperation with the University
of Trier, is organizing an interdisciplinary conference on the extent
to which the social participation of all in the context of social
transformation is implemented, conceived and further developed. The
conference will also address the extent to which this is hindered
according to general and subject-specific didactic research.
Especially in times of uncertainty, a Europe-wide threat to democracy
due to right-wing extremist tendencies, climate change and
environmental crises, war and violence as well as the associated
challenges and burdens on the next generation, both the ability to
participate and democracy as well as language education in the sense
of discourse skills and deliberation are fundamental goals of
teaching. The conference serves the further networking of language
didactics and the didactics of social sciences.
The conference aims to reflect on and compare the diverse approaches
of general and subject-specific didactic research regarding the
aforementioned focal points from a transnational and interdisciplinary
perspective and to promote transnational and interdisciplinary
networking. Four main aspects are addressed:
- Research on subject teaching and learning, on curricula, content and
knowledge and their subject-specific and inter- or cross-disciplinary
aspects. It will also focus on the potential for imparting powerful
knowledge (Young, 2013) in the context of uncertainty, risks and
opportunities for social transformation.
- Research into students' perspectives on teaching and learning, on
education, on their own constructions of meaning, interests and
developmental tasks in the face of social challenges.
- Current studies on the perspective of teachers, the significance of
subjective theories, convictions and possibilities for action in the
field of tension between social challenges and institutionally imposed
restrictions.
- Classroom research, i.e. the reconstruction of the interplay between
students, teachers and content, the interaction in the classroom and
the existing facilitation (and obstruction) of learning and Bildung.
In this regard, the focus is on questions of the acquisition of
powerful knowledge, knowledge transformation (Gericke et al., 2018)
and epistemic quality in teaching (Hudson et al., 2023), as they have
been and are being researched in the Knowledge and Quality across
Schools and Teacher Education (KOSS) network.
The aim of the conference is to bring together researchers from
general and subject-specific didactic research who are specifically
concerned with questions of language, power and society as well as the
potentials and challenges of enabling social participation and social
inclusion.
The event will take place in person, participation is free of charge,
please register under:
sprachlehr-lernforschung at univie.ac.at
Selected Bibliography:
Gericke, N., Hudson, B., Olin-Scheller, C. and Stolare, M. (2018):
Powerful Knowledge, TransformaIons and the Need for Empirical Studies
across School Subjects, London Review of EducaIon: Special Issue on
Knowledge and Subject Specialist Teaching, Vol. 16, Issue 3, 428-444.
UCL IOE Press. hWps://doi.org/10.18546/LRE.16.3.06
Hudson, B., Gericke, N., Olin-Scheller, C. and Stolare, M. (2023):
Trajectories of powerful knowledge and epistemic quality: analysing
the transformaIons from disciplines across school subjects, Journal of
Curriculum Studies. hWps://doi.org/10.1080/00220272.2023.2182164
Wegner, A., Hudson, B., Loquet, M. (2022): Epistemic Quality of
Language Learning in a Primary Classroom in Germany. In: Hudson, B.,
Gericke, N., Olin-Scheller, Ch., Stolare, M. (eds.): InternaIonal
PerspecIves on Knowledge and Curriculum: Epistemic Quality across
School Subjects. London: Bloomsbury, 53-78.
Young, M. (2013): Overcoming the crisis in curriculum theory: a
knowledge-based approach, Journal of Curriculum Studies, 45, 2,
101-118. hWps://doi.org/10.1080/00220272.2013.764505



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