Module content:
BSP-21.1-1/BSP-21.2-1 Ulrike Zöller
Migration Processes: Arriving and Settling in the Saarbrücken Region. (Migrationsprozesse: Ankommen und Bleiben im Regionalverband Saarbrücken.) Collaborative project with the Migration and Integration Office of the Saarbrücken Regional Association
Learning outcomes:
Upon successful completion of the module, students will have acquired the following skills and competencies:
After successfully completing this module, students will:
- be able to conduct small-scale empirical research projects independently (subject-matter and methodological expertise)
- be able to apply the theoretical foundations of integration policies in practice (professional competence)
- be able to give a presentation to a specialist audience (methodological competence)
- be able to work in a team
Module content:
In this semester project, we will explore the following questions:
What experiences do immigrants have when they arrive in Germany? What factors make this process easier or more difficult?
The term “arrival” here refers not only to physical presence, but also to the subjective feeling of being “at home”.
We will focus on three key categories that are particularly relevant to the process of settling in:
• Education and language
• Housing
• Social participation
Together with the Saarbrücken Regional Association and its Office for Migration and Integration, we will explore these issues.
Many of the experiences and obstacles faced by immigrants in the Saarbrücken Regional Association have not yet been systematically documented. Our project will examine these issues and help to improve our understanding of integration processes within the Regional Association and to design more targeted measures.
The results of the research project will be presented at a small informational event with representatives from the Regional Association on January 27th.
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BSP-21.1-2/BSP-21.2-2 Tamara Marksteiner
Educational (in)equity ("Bildungs(un)gerechtigkeit”)
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BSP-21.1-3/BSP-21.2-3 Mario Schreiner
Disability and Support Services („Kontext Behinderung und Behindertenhilfe”)
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BSP-21.1-4/BSP-21.2-4 Markus Ciesielski
Climate Change and the Politics of the Future („Klimawandel und Politik der Zukünfte“)
Many people are experiencing the multiple crises of our time all at once in their daily lives, as exemplified by human-induced climate change. On the one hand, climate change is perceived as a potential—or even very real—threat, due, for example, to heat waves and natural disasters. On the other hand, there is currently a backlash against ambitious climate policy, even though political adaptation measures are already being implemented at the local, national, and transnational levels.
In this project, students will explore the topic of climate change and the politics of the future. This involves a sociological analysis of ways to shape future society and social relations—from both political and socio-spatial perspectives. As part of this, students will explore research topics that help justify policies aimed at creating scope for action in the area of socio-ecological sustainability.
Course outline to be provided.
Lterature to be announced.
Information on office hours:
Office hours are by appointment only; you must schedule an appointment. Please use the registration form available here: https://terminplaner6.dfn.de/b/c636c7764c0076d5ac9a886fbf69bc9e-1597803
Information on theses:
Prof. Dr. Ciesielski supervises theses covering a wide range of topics (e.g., inequality, education, access to justice, migration, climate change, and many more). You can read detailed information about the process here: https://moodle.htwsaar.de/user/profile.php?id=26015
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BSP-21.1-5/BSP-21.2-5 Prof. Dr. Iris Leisner-Ruppin/Sigrid Selzer M.A.
Children’s Rights and Well-Being: Conflicts in Professional Practice as Reflected in Childhood Research and Professional Practice Research („Kinderrechte und Kindeswohl. Spannungsfelder professioneller Praxis im Spiegel von Kindheitsforschung und Professionsforschung”)
The professional practice of social work and early childhood education encompasses a wide range of perspectives on children, parents, and early childhood educators. Children’s rights and child ethics involve conflicts that necessitate an analysis of the “moral, legal, and political status of children and childhood” (Drerup/Schickhard 2017, S.7). This analysis forms the core of the professional habitus of educational professionals. In professional practice, this means that professionals are constantly required to balance the interests of children and parents, children’s rights (Braches‐Chyrek et al. 2020), the best interests of the child and the child’s will (Zittelmann 2014), as well as “child protection” (Schutter 2014). Issues of participation, self-determination, and external determination regarding children and adolescents are linked to these challenging demands. Against the backdrop of current discussions on social inequality, the importance of institutions such as daycare centers and (full-day) schools for children’s development, education, upbringing, and socialization becomes clear. Empirical evidence points to inequalities and tendencies toward segregation in daycare centers and elementary schools (Schieler/Menzel 2024).
In this project, we´ll be looking at theories and studies in childhood research and professional research for the age group 0–10 years from a multidimensional perspective. This implies that both early childhood educators as well as children and parents can be taken into account. During the course of the project, students will be able to develop their own research questions and small-scale empirical projects.
Literature:
Braches-Chyrek, R./Röhner, C./Sünker, H./Hopf, M. (Hrsg.)(2020). Handbuch Frühe Kindheit. Opladen, Berlin, Toronto: Barbara Budrich.
Drerup, J. / Schickhard, C. (Hrsg.)(2017). Kinderethik. Aktuelle Perspektiven – Klassische Problemvorgaben. Münster: Mentis.
Friedrich, T. / Lechner, H. / Schneider, H. / Schroeyer, G. / Ueffing, C. (Hrsg.)(2015). Kindheitspädagogik im Aufbruch. Profession, Professionalität und Professionalisierung im Diskurs. Weinheim, Basel: Beltz Juventa.
Kaiser-Kratzmann, J. (Hrsg.)(2025). Aufwachsen von Kindern gestalten. Weinheim, Basel: Beltz Juventa.
Kämpfe, K / Menzel, B. / Westphal, M. (Hrsg.)(2026). Forschen in Macht- und Ungleichheitsverhältnissen. Reflexionen aus Kindheits-, Jugend- und Familienforschung. Weinheim, Basel: Beltz Juventa.
König, A. / Leu, H.R. / Viernickel, S. (Hrsg.)(2015). Forschungsperspektiven auf Professionalisierung in der Frühpädagogik. Empirische Befunde der AWiFF-Förderlinie. Weinheim, Basel: Beltz Juventa.
Schieler, A. / Menzel, D. (2024). Kitas 2. Klasse?: Mehrfachbelastungen von Kitas mit Kindern aus sozioökonomisch benachteiligten Familien. Friedrich-Ebert-Stiftung (Hrsg.). FES diskurs. Online Verfügbar unter: https://collections.fes.de/publikationen/ident/fes/21331 [09.02.2026].
Stenger, U. / Edelmann, D. / König, A. (Hrsg.)(2015). Erziehungswissenschaftliche Perspektiven in frühpädagogischer Theoriebildung und Forschung. Weinheim, Basel: Beltz Juventa.
Ulrich, Immanuel et al. (Hrsg.)(2025). Perspektiven auf Kindheitspädagogik. Grundlagen, Potenziale und Herausforderungen. Wiesbaden: VS Verlag.
Ruppin, I. (2018): Kinder und Demokratie. Weinheim und Basel: Beltz Juventa.
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BSP-21.3 Seminar for Study Project II
At the end of the seminar, students will carry out qualitative or quantitative research work on a current topic from the fields of social work and childhood education. The results will lead to a student project that will be carried out under the guidance of the lecturers. The results will be documented in study project reports. The lecturers will accompany the preparation of the project reports and prepare students to defend their work.
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BSP-21.4 Selected Legal Issues
The seminar will discuss legal issues related to the topic of the respective study projects. In addition, students will be prepared to defend their work through exercises.
[updated 21.04.2026]
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