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<p>In German-speaking social pedagogy, peer education is predominantly understood as a&#xa0;didactically structured mode of knowledge transfer. As a&#xa0;result, its political origins and its embeddedness in collective practices have largely disappeared from view. This article offers a&#xa0;critical rereading of the concept by asking which forms of subjectification and world relations remain invisible within the hegemonic understanding of peer education. It aims to reconceptualize the educational and political potential of peer education.</p><p>Empirically, the article draws on a&#xa0;theory-informed reconstruction of three case studies from Black and diasporic community contexts in Berlin, which are analysed as counter-readings to the dominant discourse. Theoretically, the analysis builds on Gert Biesta’s (2022) concept of subjectification, which understands education as a&#xa0;question of being in the world rather than primarily of qualification or socialization. The analysis reconstructs four intertwined modes of subjectification: collective subjectification, political self-positioning, relations of care, and practices of remembrance. In these contexts, peer education emerges as a&#xa0;relational practice of subjectification through which world relations, care, memory, and collective agency are co-constituted.</p><p>The findings demonstrate that these practices exceed hegemonic conceptions of education by rendering visible embodied, genealogical, and non-linear forms of relating to the world. At the same time, they reveal that the reduction of peer education to a didactic mode of knowledge transmission reflects colonial epistemologies that systematically marginalize relational, communal, and historically situated educational practices. Peer education thus emerges as a collective practice of subjectification that calls for an understanding of education in which relationality, embodiment, historical situatedness, and the critique of colonial knowledge systems are recognized as constitutive dimensions of educational processes.</p>

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Peer-Bildung revisited. Subjektivierung als widerständige Bildungspraxis in Communities of Color

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  • 出版模式：

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  • 发表日期：

    2026年7月23日

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  • Yari Or

摘要

In German-speaking social pedagogy, peer education is predominantly understood as a didactically structured mode of knowledge transfer. As a result, its political origins and its embeddedness in collective practices have largely disappeared from view. This article offers a critical rereading of the concept by asking which forms of subjectification and world relations remain invisible within the hegemonic understanding of peer education. It aims to reconceptualize the educational and political potential of peer education.

Empirically, the article draws on a theory-informed reconstruction of three case studies from Black and diasporic community contexts in Berlin, which are analysed as counter-readings to the dominant discourse. Theoretically, the analysis builds on Gert Biesta’s (2022) concept of subjectification, which understands education as a question of being in the world rather than primarily of qualification or socialization. The analysis reconstructs four intertwined modes of subjectification: collective subjectification, political self-positioning, relations of care, and practices of remembrance. In these contexts, peer education emerges as a relational practice of subjectification through which world relations, care, memory, and collective agency are co-constituted.

The findings demonstrate that these practices exceed hegemonic conceptions of education by rendering visible embodied, genealogical, and non-linear forms of relating to the world. At the same time, they reveal that the reduction of peer education to a didactic mode of knowledge transmission reflects colonial epistemologies that systematically marginalize relational, communal, and historically situated educational practices. Peer education thus emerges as a collective practice of subjectification that calls for an understanding of education in which relationality, embodiment, historical situatedness, and the critique of colonial knowledge systems are recognized as constitutive dimensions of educational processes.