Diversity-Seminar: Physik-Unterricht als "Welt in die viele Welten passen"

Seminar for Physics Teaching. Master's degree. Includes approx. 150 hours. Accompanying material for lecturers at universities including presentations, examination performance criteria, progress plans for face-to-face sessions, and much more. We are concerned with the question: What can a practice as a physics teacher look like in which social justice is sought? For decades, we have seen under-representations in physics-related professions: fewer women, fewer people of colour, fewer people from households with little money, and so on. And this is despite the fact that, for example, girls obtain similarly good grades in physics as boys. Research in recent years has shown that it is not just about grades when it comes to inequalities. It is particularly about who learns to identify with physics and natural sciences - and who does not. So to the question is who unfolds a science identity. And who is (not) invited to do so in the ecosystem school. Physics teachers play a very central role in this, because their feedback is the feedback from a competent person, i.e. is valuable. At the same time, physics teachers are no experts in matters of diversity – and should not become so neither. That would be too much to ask, when so many tasks are already on them. The seminar is now about building a bridge between this relevance on the one hand and the limited resources on the other hand. Our approach: Develop critical consciousness like Paulo Freire and bell hooks have suggested it, i.e. understandings, attitudes, and actions. For this purpose, students in groups of two or three students develop a physics teaching unit, which can be include around 5 hours of physics classes and at the same time makes a structural contribution to the reduction of under-representations. The developed teaching units will be published at the end of the seminar as open educational resources. We bring the actual difficulties, concerns, and conflicts into the seminar room by addressing educational standards and diversity at the same time. And then we discuss, we argue, we reflect. The goal is not a common consensus - we create a space in which all students can develop their individual critical consciousness within the basic democratic consensus. We create the basis for physics lessons as a "practice of freedom" in the sense of Paulo Freire and bell hooks.