Sabine Krause

photo

 sabine.krause@unifr.ch
 https://orcid.org/0000-0003-3893-3984

Professeur·e ordinaire
Département des sciences de l'éducation

RM 02 bu. S-1.102
Rue P.A. de Faucigny 2
1700 Fribourg
RM 02, S-1.102

Recherche et publications

  • Conférences scientifique_Sélection
    25 publications

    Chair : Reframing Peace in Education: Social Justice, Voice, and Epistemic Equity
    Sabine Krause, Comparative and International Education Society: (1.4.2026) | Conférence

    Educating for Sociality: Rethinking Human Relations in the Pursuit of Peace
    Sabine Krause, Comparative and International Education Society: (1.4.2026) | Conférence

    Discussant : Reexamining Education for Peace: Exploring Educational Practice for Making Kinds of People
    Sabine Krause, Comparative and International Education Society: (28.3.2026) | Conférence

    Pedagogy as Radical Responsibility.
    Sabine Krause, Universities as Change Agents in Sustainable Development: (18.3.2026) | Conférence

    Ohne Karte navigieren. Vulnerabilität und Vertrauen im Forschungsprojekt "Multilingual Spaces"
    Sabine Krause, (9.12.2025) | Conférence

    Commentator : Memories of Violence in the City
    Sabine Krause, German Studies Association: (28.9.2025) | Conférence

    From Historical Narratives to Shared Memory Practices in Border Regions: The Case of Carinthia
    Sabine Krause, German Studies Association: (26.9.2025) | Conférence

    Towards a Revitalization of minoritized languages?
    Sabine Krause, Nadja Thoma, Rebecca Weckenmann, European Conference on Educational Research: (12.9.2025) | Conférence

    Diversify Remembering for Shared Futures: Debunk Historical Narratives in Border Regions
    Sabine Krause, European Conference on Educational Research: (10.9.2025) | Conférence

    Heroic Creatures in the Classroom: Imaginaries of Teacher Beings
    Sabine Krause, ATEE Annual Conference : The Making of Authentic Teachers in Ages of Artificiality?: (28.8.2025) | Conférence

  • Publications_Sélection
    48 publications

    Insights from the silent side of pedagogy. , dans Recognizing "Best Practices" as Locally Situated: Cultivating Contextualized, Inclusive, and Culturally Responsive Classroom Practice
    (2027) | Chapitre de livre

    Co-Creating the Multiversity Through Disruption. , dans Inclusive Higher Education for People Forced from their Homes: International perspectives on possibilities, access, experiences, and practices and policies
    Sabine Krause, Raphael Zahnd (2027) | Chapitre de livre

    Beyond Human Rights Education
    Sabine Krause, Raphael Zahnd, Wayne Veck, Michelle Proyer, Oliver Koenig, Magdalena Hanková, Journal of Contemporary Issues in Education (2025) | Article

    „ . . . dass man sie in Frankreich viel lieber lesen wird als die Metaphysik der Sitten.“ Die Schrift „Über Pädagogik“ im Spiegel ihrer Herausgeber:innen , dans „Nicht die Wahrheit wird anerkannt“ – Mathilde Vaerting (1884 – 1977). Deutungen, Zuordnungen und Tradierungen in der Erziehungswissenschaft
    Sabine Krause, Thomas Mikhail, Thorsten Fuchs, Jochen Laub (2025), ISBN: 978-3-7815-2743-0 | Chapitre de livre

    Von „Geheimwaffen“ und „Superheros“. Reflexionen zu pädagogischer Re-Qualifizierung international ausgebildeter Lehrpersonen
    Sabine Krause, Neda Forghani-Arani, Michelle Proyer, Regina Studener-Kuras, journal für lehrerInnenbildung jlb 2-2025 Zur Rolle der Pädagogik in den bildungswissenschaftlichen Grundlagen (2025) | Article

    Dekoloniales Denken in der Lehrer:innenbildung: Neue Perspektiven und Herausforderungen für die Professionalisierung
    :null (Verlag Julius Klinkhardt : Bad Heilbrunn, 2025) | Livre

    Zum Geleit – Ein de*kolonisierender Rückblick , dans Dekoloniales Denken in der Lehrer:innenbildung. Neue Perspektiven und Herausforderungen für die Professionalisierung
    Sabine Krause, Neda Forghani-Arani, Michelle Proyer, Gertraud Kremsner, Ines Maria Breinbauer, Regina Studener-Kuras (2025), ISBN: 978-3-7815-6177-9 | Chapitre de livre

    Kants »Über Pädagogik« in englisch- und deutschsprachigen Editionen.
    Thomas Mikhail, Jochen Laub, Thorsten Fuchs, Sabine Krause, Vierteljahrsschrift für wissenschaftliche Pädagogik (2024) | Article

    Thinning the Thickets – an Introduction , dans The Making of Teachers in the Age of Migration
    Michelle Proyer and Sabine Krause and Gertraud Kremsner (Bloomsbury Academic, 2023), ISBN: 9781350244184 | Chapitre de livre

    Reframing the Teacher in an Age of Migration , dans The Making of Teachers in the Age of Migration
    Sabine Krause and Michelle Proyer and Gertraud Kremsner (Bloomsbury Academic, 2023), ISBN: 9781350244153 | Chapitre de livre

  • Projets de recherche

    Researching and Transforming Multilingual Spaces
    Statut: En cours

    Début 01.04.2023
    Fin 31.03.2027
    Financement Autre 

    Multilingualism in the pedagogical professionalization for early childhood education

    How can children in multilingual groups be supported in their language acquisition? And how can we succeed in promoting the entire linguistic repertoire of all children? Multilingualism in early childhood education holds immense social and educational significance and plays a vital role in the transition to school. Teachers in these settings face the complex task of strengthening children’s German skills and promoting their multilingualism. To learn more about the possibilities and challenges of this pedagogical endeavor, our project explores multilingualism in the pedagogical professionalization of early childhood education teachers. Two groups support the scientific team: students from a vocational secondary school for early childhood education conduct small ethnographic studies in preschools as part of their internships, and teachers working in preschools in Carinthia and South Tyrol contribute their experiences with multilingualism and language education from their daily work in these settings. The generated data will form the basis for new scientific findings on teacher training in migration societies. In addition, recommendations for pedagogical practice will be formulated and a professional development concept for early childhood education in multilingual regions will be developed.

    Project website: multilingual spaces

    De:Framing Kants Über Pädagogik. Topologie globaler Deutungskulturen zu Immanuel Kants Pädagogikvorlesung
    Statut: En cours

    Début 01.02.2023
    Fin
    Financement Unifr 

    In his position as professor of philosophy in Königsberg, Immanuel Kant gave several lectures on pedagogy. The edited notes from these lectures were published in 1803 by Theodor Friedrich Rink under the title Über Pädagogik (On Pedagogy). While this work plays hardly any role in German-language educational science, it continues to be translated internationally to this day. Since the first translations into Italian and Danish in 1808, translations into 18 languages have been recorded to date. The project takes this worldwide distribution as an opportunity to compare the various foreign-language editions of Kant's pedagogy lecture in terms of their evaluation and discursive embedding by their editors. The project's focus is not on the (original or translated) text of On Pedagogy, but rather on the introductions, prefaces, or commentaries by its editors, in short: the editors' texts.

    Bewegte Profession. Professionalisierungsdiskurse international ausgebildeter Lehrpersonen
    Statut: En cours

    Début 01.09.2017
    Fin
    Financement Unifr 

    Life plans are becoming increasingly mobile (partly by force), i.e. more and more internationally educated people are also arriving in professional settings. This also applies to the teaching profession. However, a new start in another country is often difficult, not only in terms of arriving and settling in a new place, but also in terms of assessing professional knowledge and skills. Teachers are also affected by this: the training and professional experience gained in one country is scrutinised in another. It is often the case that training and knowledge/skills are not fully recognised. 
    My research is concerned on the one hand with the ideas of professionalism (professional knowledge and practice) of teachers and on the other with the ‘messy practices’ associated with the processes of transition from one country to another. To this end, I draw on concepts from border studies in analysing border crossings as well as on educational science discourses and professional theories.

    The cover image is AI-generated with keywords from this text and is certainly worth discussing.

    Leben an, mit, jenseits von oder ohne Grenzen. Biographische Reflexionen zum Leben in Grenzregionen.
    Statut: En cours

    Début 01.02.2017
    Fin
    Financement Autre 

    Biographical experiences are closely tied to the places in which they are made. By ‘places’ I mean the specific locality or landscape, but also the social, cultural, and political space. The research that underpins this project involves collecting and analyzing biographical narratives of individuals in border regions. They are presented against the backdrop of the region's ‘grand narratives’ of political or social aspects and form a narrative experience-based and therefore subjective additional perspective. The aim is neither to confirm nor refute historical narratives, but to show that ‘lived history’ and its representation requires a place where voices can enfold and are heard. In terms of educational theory, I am interested in the subjectivities that are expressed across various dimensions in the narratives.

    In terms of storytelling and the desire to make voices audible, the project ties in with the detoxing narratives project.

    With regard to the transformative aspects connected with borders, there are links to the Bewegte Profession project.

    Detoxing Narratives: Telling other stories in different ways
    Statut: En cours

    Début 01.05.2016
    Fin
    Financement Unifr 

    Stories shape how groups, communities, and societies understand themselves. By referring to shared events, experiences, and traditions, people create a sense of collective history and belonging. Much of this storytelling happens informally in everyday life and often without reflection. Over time, such stories become taken-for-granted cultural reference points — powerful, but also potentially excluding.

    When shared narratives rely heavily on implicit knowledge or complex written traditions, they can exclude people who do not have the required language skills or who are perceived as unable to understand or reproduce dominant forms of storytelling. This affects, among others, newcomers, people with learning difficulties, and those whose experiences fall outside established cultural frames. Detoxing Narratives starts from the assumption that inclusion requires not only access to stories, but also the possibility to actively shape and transform them.

    The project addresses this challenge along two closely connected lines.

    First, reinventing stories.
    Rather than treating stories as fixed traditions that are merely passed on, we understand them as living, performative practices. Stories are continuously reworked in everyday interactions, shaped by current experiences and social contexts. This ongoing reinvention creates entry points for newcomers and enables diverse participants to contribute their own perspectives. In doing so, new stories emerge and existing ones are expanded, challenged, or reinterpreted.

    Second, reinventing how stories are told.
    If stories are to be shared more inclusively, the ways in which they are told must also change. Moving beyond an exclusive focus on written, abstract forms of narration opens up alternative modes of storytelling — oral, visual, embodied, performative, or collaborative. Such modes allow people to participate in the creation and exchange of stories regardless of language proficiency or intellectual ability, and help to create inclusive spaces of shared meaning-making.

    More recently, the project has begun to explore the role of generative artificial intelligence in these processes. Like many others, we have been intrigued by the promises of AI for creativity and storytelling — but also cautious about its limitations and biases. In experimental settings, we have tested tools such as ChatGPT, which are largely trained on Western data and assumptions, using culturally embedded narratives such as the story of Mae Nak. These experiments serve as a critical lens for examining how digital technologies may reproduce dominant narratives, but also how they might be used reflexively to open up new questions about authorship, bias, and narrative authority.

Enseignement et cours

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