Sabine Krause

photo

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

Biography

I was born and raised in the GDR, but people brought down the Berlin Wall at the right moment for me: a striving Berlin at my doorstep, the future open. Lucky me: It is my habit to look deeper into things, explore different angles, find other stories, research them and learn everything possible – now possible at a global level. Fascinated with pictures, I became a professional photographer and later studied Education, European Ethnology (Cultural Anthropology) and Jewish Studies. I lived in different places and traveled quite a bit more, crossing borders here and there. I met all kinds of people and learned so much from them, and I am still curiously looking forward to all that is to come in the future. After Vienna, Dortmund, Koblenz, Madison (WI), and Innsbruck, I found home at the University of Fribourg (Switzerland) as a Professor of Education and Globalization.

My research interests fall into four interdependent areas:

1. Education science as a discipline: historical and historicising considerations; work on foundational concepts; disciplinary and theoretical development and the relationship to pedagogical practice; doing theory; nexus of research and activism.

2. Knowledges, its representation and scholarly practices: experiential knowledge and rationalisations, body knowledge and artistic forms of expression of experience/knowledge/insight; narratives and narrations; art based research and research creation; orders of knowledge (from curriculum to archive)

3. Sociality / Sociability in educational science and pedagogical concepts: sociality as part of human existence; inclusion / inclusive thinking; developing sociality ethically and (socio-)politically

4. Border studies: The impact of borders on life courses and subject positioning; life in border regions; bordering processes beyond borders.

Research and publications

  • Publications_Selection
    44 publications

    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) | Journal article

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

    Zum Geleit – Ein de*kolonisierender Rückblick , in 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 | Book chapter

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

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

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

    The Making of Teachers in the Age of Migration: Critical Perspectives on the Politics of Education for Refugees, Immigrants and Minorities
    Sabine Krause and Michelle Proyer and Gertraud Kremsner (Bloomsbury Academic, 2023), ISBN: 9781350244153 | Edited book

    Sich zeigen – sich erzählen
    Sabine Krause, Rouven Seebo, Schweizerische Zeitschrift für Heilpädagogik (2022) | Journal article

    Doing theory entlang disziplinärer Grenzen , in Praktiken und Formen der Theorie
    Sabine Krause (2021), ISBN: 978-3-7799-6594-7 | Book chapter

    Corona bewegt – nicht nur, aber auch die Bildungswissenschaft
    Ines Breinbauer, Sabine Krause, Michelle Proyer (2021) | Book chapter

  • Scientific Conferences_Selection
    19 publications

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

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

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

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

    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) | Conference

    Struggling for common ground: Public Teaching and Shared Commemoration of October 10 in Carinthia
    Sabine Krause, International Standing Conference for the History of Education: (11.7.2025) | Conference

    Storying the Good Life – Ghost Stories As Moral Medium
    Sabine Krause, Siriparn Sriwanyong, Michelle Proyer, Nawin Ketruam, 5th ISA Forum of Sociology: (9.7.2025) | Conference

    How to "Read" Family: Tackling Understandings through Translational Research
    Sabine Krause, 5th ISA Forum of Sociology: (8.7.2025) | Conference

    Protest Movement, Walking, Running and Narrative Prosthesis
    Sabine Krause, Michelle Proyer, Embracing Diversity : Inclusion in Education and Society: (12.6.2025) | Conference

    Taming a Buddhist Ghost-AI-Style
    Sabine Krause, Michelle Proyer, Siriparn Sriwanyong, Comparative & International Education Society: (23.3.2025) | Conference

  • Research projects

    Researching and Transforming Multilingual Spaces
    Status: Ongoing

    Start 01.04.2023
    End 31.03.2027
    Funding Other 

    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
    Status: Ongoing

    Start 01.02.2023
    End
    Funding 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
    Status: Ongoing

    Start 01.09.2017
    End
    Funding 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.
    Status: Ongoing

    Start 01.02.2017
    End
    Funding Other 

    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
    Status: Ongoing

    Start 01.05.2016
    End
    Funding Unifr 

    Stories and tales form a cultural and social background of groups, communities and societies. The possibility to commonly refer to agreed important events and experiences made, brings about a feeling of shared history which is central for the constitution of groups and communities. Many of these stories and tales are being shared in every-day life without further reflection. Thus these become common cultural goods. Where there is no common ground, the implicitness of these references becomes obsolete.

    The focus on use of complex written reference implies an exclusion of those who do not possess the necessary language skills and persons with learning difficulties due to a perceived inability of understanding and reproducing stories.Our project aims to tackle the above mentioned challenges at two main points:

    1. Reinventing stories: We presume that stories and experiences that make up the reference frame are not to consist of mere reproduction of traditions. On the contrary they make up a part of daily lives in community where people do refer to traditions but constantly reinterpret and broaden them by current experiences. This idea of continuous reinvention and performance enables entry points for newcomers and their contribution to the stories told. Thus leading to the generation of new stories and provision of new access points.
    2. Reinventing the way stories are being told: Considering the invention of new stories, we also need to consider new ways of how these will be told. Leaving the strict reference to written traditions aside, which require high levels of ability to understand abstracted knowledge, is to open up new modes of accessibility. Thus enabling inclusive spaces of generating and performing stories and exchanging about experience beyond language and intellectual abilities.

Teaching and courses

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