Medienhandeln beim Berufseinstieg von Primarstufenlehrenden zwischen schulischen Normen und ideologiekritischer Medienpraxis

Abstract

This article examines the conditions of media pedagogical professionalism from an ideology-critical perspective. Based on an empirical longitudinal study of primary school teachers entering the profession, it analyzes how media-related skills are not only developed individually, but are also shaped by structural and cultural factors in the school field. The central thesis is that school cultures function as symbolic orders in which media pedagogical action is framed by implicit norms, routines and power relations. Guiding narratives such as digitalization euphoria, pragmatic pressure to adapt or technology-sceptical attitudes act as ideological settings that legitimize or delegitimize professional media action. The article combines empirical findings with a normative perspective on an enlightened media education that understands media criticism as ideological criticism and attempts to strengthen democratic interpretative sovereignty in everyday school life. Finally, five theses are formulated that outline the ability to criticize in media education as a central dimension of democratic education in schools.