Articles | Volume 73, issue 1
https://doi.org/10.5194/gh-73-19-2018
https://doi.org/10.5194/gh-73-19-2018
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 | 
26 Jan 2018
Standard article |  | 26 Jan 2018

Framing, overflowing, and fuzzy logic in educational selection: Zurich as a case study

Itta Bauer

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Cited articles

Baeriswyl, F.: Chancengerechtigkeit und Diskriminierung beim Übertritt in die Sekundarstufe I: Schulische Selektionsmodelle im Vergleich, in: EQITY –Diskriminierung und Chancengleichheit im Bildungswesen. Migrationshintergrund und soziale Herkunft im Fokus, edited by: Haenni, A., Bern, EDK, 73–82, 2015.
Bauer, I.: Approaching Geographies of Education differANTly, Children's Geographies, 13, 620–627, 2015.
Baumann, R.: 3536 Schüler lösten die gleichen Rechenaufgaben, Tagesanzeiger, 25.5.2007.
Baumert, J., Maaz, K., and Trautwein, U.: Bildungsentscheidungen, Wiesbaden, VS Verlag für Sozialwissenschaften, 2009.
Becker, R.: Soziale Ungleichheit im Schweizer Bildungssystem und was man dagegen tun könnte, in: Schulübergang und Selektion: Forschungsbefunde, Praxisbeispiele, Umsetzungsperspektiven, edited by: Neuenschwander, M. P. and Grunder, H.-U., Zürich: Rüegger, 91–108, 2010.
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Short summary
This paper uses the concepts of framing and overflowing (Callon, 1998) and fuzzy logic (Zadeh, 2015) to show the application and relevance of critically examining educational selection beyond the particular local context. It examines the empirical example of the central entrance examination procedure to grammar schools in the Canton of Zurich. The main argument illuminates the widely neglected grey zones and the fuzzy logic lying at the heart of the selection machinery for higher education.