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Department
Prof. Dr. Alisha Heinemann
The department focuses on educational processes within a migrant society characterised by social, cultural, gender and linguistic diversity. Teaching and research centre in particular on pedagogical professionalisation within the context of the opportunities and challenges presented by diverse learning environments. Key areas of focus include out-of-school education, the transition from school to work, vocational training, adult education and higher education.
Staff
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Dr. Franziska Bonna Deputy Department Head, Postdoctoral Researcher -
Marija Cubalevska Research Associate -
Enise Erdoğan Research Associate -
Catarina Gombe Research Associate -
Dr. Emily Olsen Postdoctoral Researcher -
Dr. Julia Tietjen Postdoctoral Researcher -
Britta Weining Administration
Projects
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2026–2027
PoR – Poetiken des Widerstands und der Hoffnung: Poetische/Ästhetische Widerstandsformen marginalisierter Communities in Deutschland
Das Projekt „Poetries of Resistance and Hope“ untersucht poetische und audiovisuelle Ausdrucksformen marginalisierter, insbesondere von Rassismus und Ableismus betroffener Communities in Deutschland. Im Zentrum steht die Frage, inwiefern Gedichte, Spoken Word Performances sowie Audio- und Videoinstallationen, insbesondere in digitalen und sozialen Medien, als Bildungsräume der Verweigerung, des Widerstands, der Hoffnung und der Imagination alternativer Gegenwarten und Zukünfte verstanden werden können. Ziel des Projekts ist es, diese medialen und ästhetischen Praktiken als Formen gesellschaftlicher Auseinandersetzung sichtbar zu machen und ihre hegemoniekritischen Bildungspotenziale zu untersuchen. Hierzu wird ein Text- und Bildarchiv aufgebaut und ausgewähltes Material diskursanalytisch untersucht. Zugleich dient die Studie der Entwicklung empirischer und konzeptioneller Grundlagen für ein weiterführendes Drittmittelprojekt.
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2025–2028
FinDMB – An educational game on financial literacy for migrants – sensitive to cultural differences, multilingual, career-focused
The ‘FinDMB’ project is developing and testing an educational game designed to promote financial literacy amongst (relatively) recent migrants. The programme is therefore aimed at learners who are acquiring the German language for educational and professional purposes, who face intersectional disadvantages, and who are still finding their feet in the German financial, education and labour markets.
Dr. Franziska Bonna Dr. Julia Tietjen Prof. Dr. Alisha M. B. Heinemann
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2022–2023
WB-Deutschkurs – WB German Course – Accompanying research into the pilot project ‘German course for people with cognitive impairments in the State of Bremen’
The ‘WB Deutschkurs’ project is carrying out the academic monitoring of the ongoing pilot project ‘German course for people with cognitive impairments in the State of Bremen’, which is aimed at employees in workshops for people with disabilities. The German as a Second Language (DaZ) courses are being evaluated as part of the accompanying research, and modified teaching approaches are being trialled in order to optimise content and methods with a view to creating a participatory learning environment. The recommendations for action resulting from the accompanying research are intended to support course providers in achieving the goal of greater participation by learners across society as a whole.
Dr. Franziska Bonna Marija Cubalevska Prof. Dr. Alisha M. B. Heinemann
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2022
ZEBO – Working with socio-economically disadvantaged parents in careers guidance
Parents and guardians are the most important reference figures for many young people during periods of career exploration. Nevertheless, significant inequalities and uncertainties characterise cooperation between schools and parents. Socio-economically disadvantaged families, in particular, are overlooked too early. Following the contribution of the previous project, ‘BOGyO – Careers guidance for academic upper secondary schools’, to systematically improving Bremen's careers guidance structures, this work is now being deepened to help schools engage more effectively with socio-economically disadvantaged parents.
Marija Cubalevska Dr. Julia Tietjen Prof. Dr. Alisha M. B. Heinemann
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2022–2023
DUBB – Digitalisation and Inequality in the Context of Vocational Education and Training in the State of Bremen
In the project ‘Digitalisation and Inequality in the Context of Vocational Education and Training’, vocational education and training is used as a ‘magnifying glass’ through which inequalities arising from digitalisation processes can be identified simultaneously at various levels of society, thereby clarifying questions regarding the origins and nature of these inequalities and developing recommendations for action.
Verena Honkomp-Wilkens Prof. Dr. Alisha M. B. Heinemann Prof. Dr.-Ing. Maren Petersen
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2020–2023
JoinMe2 – Promoting Inclusive Education at Tertiary Level
The JoinMe2 project aims to (further) develop the skills of university lecturers in dealing with students in an equitable and diversity-sensitive manner. To this end, a questionnaire survey will first be used to examine the attitudes of lecturers and students towards various aspects of diversity, and country-specific overviews of the current state of research will be compiled. Subsequently, training materials will be developed and tested to foster a sensitivity to differences and critical diversity competence. Throughout the project, an online portal will also be developed, containing a database of literature and resources that lecturers and students can access on a long-term and sustainable basis.
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2020–2023
SteBs – Structural Development in Vocational Teacher Training
The SteBs project has the overarching aim of structurally strengthening and further expanding vocational teacher training in Bremen, thereby contributing to the vocational education dialogue in Bremen. Based on cross-phase and cross-subject collaboration between the stakeholders involved in vocational teacher training, concepts for promoting teachers’ professional competence are being developed and tested. The project is being carried out in close collaboration between ITB, the IPP (Institute for Public Health and Nursing Education, Prof. Dr Ingrid Darmann-Finck), the Department of English Language Teaching (FB 10, Prof. Dr Sabine Doff) and the Department of Physics Teaching (FB 01, Prof. Dr Christoph Kulgemeyer).
Dr. Claudia Fenzl Dr. Lisa Meyne Myrthe Reinsberg Michael Sander Dr. Andreas Saniter Nils Weinowski Prof. Dr. Alisha M. B. Heinemann Prof. Dr. Falk Howe
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2020–2023
UMH BerBil/SteBs – Dealing with diversity in vocational education and training
The sub-project ‘Dealing with Heterogeneity in Vocational Teacher Training’ (AP 4) within the SteBs consortium is developing, testing and evaluating a concept designed to prepare trainee vocational school teachers to respond sensitively and reflectively to the challenges posed by heterogeneous learning groups – using learning modules that critically examine power dynamics and discrimination, the p:ier reflection portfolio and the OER learning platform www.berufsbildung-divers.de.
Dr. Claudia Fenzl Myrthe Reinsberg Prof. Dr. Alisha M. B. Heinemann
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2019–2020
TiQusA – Transculturality in the Neighbourhood and in Social Work
TiQusA consists of three sub-projects in which continuing training concepts are developed for the fields of child and youth welfare services, community life in the neighbourhood and work with young people.
Sarah Ahmed Saman A. Sarabi Prof. Dr. Alisha M. B. Heinemann
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2019–2021
BoGyO – Research support for career guidance in upper secondary education
Many school leavers with university entrance qualifications face a difficult choice: hundreds of training occupations and thousands of degree programmes are open to them. Making the right decision is challenging. As a central setting for early career guidance, schools must actively support pupils' individual vocational orientation.
Dr. Lisa Vogt Dominik Schütte Dr. Christian Staden Prof. Dr. Alisha M. B. Heinemann