BiographyJulia is a member of the faculty at the University of Applied Sciences, Frankfurt.
|2007||PhD, Learning Sciences||Northwestern University|
MA, Education and Social Policy
|2001||Magistra Artium||Free University of Berlin, Department of Anthropology|
|1998||Visiting Scholar||University of Chicago, Department of Anthropology|
|2007||Self-Regulation in Context. An Ecocultural Perspective on Self-Regulation during Problem-Solving|
Selected PublicationsEksner, H. Julia (Working Paper/In Press/Under Review). Marginality and Motivation in the Life Course Models of German Turkish Youths.
Eksner, H. J. & Stanat, P. (Working Paper/In Press/Under Review). Effects of Ethnically Segregated Learning Settings in Gallagher, K. S., Brewer, D., Goodyear, R., & Bensimon, E., Introduction to Urban Education Routledge.
Eksner, H. Julia and M. F. Orellana (Working Paper/In Press/Under Review). Para-Phrasing in the Zone of Proximal Development. Latino Child Translators and the Co-Construction of Knowledge. Ethos. Journal of Psychological Anthropology.
Orellana, Marjorie F., Eksner, H. Julia (2006). Power in Cultural Modeling: Building on the Bilingual Language Practices of Immigrant Youth in Germany and the U.S. in C. M. Fairbanks, J. Worthy, B. Maloch, J. V. Hoffman, and D. L. Schaller, eds. , National Reading Conference Yearbook, 55 Austin: The University of Texas at Austin..
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Eksner, H. Julia and M. F. Orellana (2005). Liminality as Linguistic Process. Immigrant Youths' Experiences of Language in Germany and the USA in Knoerre, Jacqueline, Childhood and Migration (pp. 175-206). Transcript.
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Eksner, H. Julia (2005). Ghetto Ideologies, Youth Identities and Stylized Turkish German. Turkish Youths in Berlin-Kreuzberg. Elwert, G., L. Luehr, U. Luig, M. Schulz (Eds.), Spektrum. Berliner Reihe zu Gesellschaft, Wirtschaft und Politik in Entwicklungslaendern. Volume 91.
Eksner, Julia and T. Muecke (2002). “Roma”, “Sinti”, “nomad”, “nomadic camp” in Guido Bolaffi et al., Dictionary of Race, Ethnicity and Culture Sage.
Selected PresentationsEksner, H. Julia (March, 2009). What I’ll Do and How I’ll Live: Disentangling Context and “Culture” in the Life Course Models of German Turkish Youths in Berlin. Talk given at the Mind, Medicine and Culture (MMAC) Forum at the University of California at Los Angeles. Los Angeles, CA.
Eksner, H. Julia (March, 2007). Cultural Resources in Emotion Regulation. The Role of Immigrant Adolescents’ Identity Orientations. Poster presented at the Third Interdisciplinary Conference of the Foundation for Psychological Research/University of California Los Angeles: Seven Dimensions of Emotion. Integrating Biological, Clinical, and Cultural Perspectives. Los Angeles, CA.
Eksner, H. Julia (July, 2006). Stress, Affect and the Biophysiological Stress Response During Problem-Solving. Paper presented at the International Conference of the Stress and Anxiety Research Association. Rethymnon, Crete, Greece.
Eksner, H. Julia (May, 2006). Stress, Self-Regulation and Problem-Solving. U. S. Immigrant Adolescents’ Learning and Development. Paper presented at the Cognitive Science Festival, Northwestern University. Evanston, IL.
Eksner, H. Julia, Orellana, M. F. (December, 2005). Mediation and Contestation: Bilingual Linguistic Practices and Power among Minority Youths in Germany and the United States.. Paper presented at the National Reading Conference Panel: Cultural Modeling as an Ecological Framework for Understanding the Social and Cultural Contexts of Literacy Learning and Teaching. Miami.
Eksner, H. Julia (November, 2005). Stress and Learning: Understanding Refugee Youths´ Experiences in US Schools. Poster presentation at the annual conference of the International Society for Traumatic Stress Studies. Toronto.
Eksner, H. Julia (May, 2005). Paraphrasing in the Zone of Proximal Development. Latino Child Translators and the Co-construction of Knowledge. Paper presented at the Midwestern Conference for Cognition, Language and Culture. Evanston, IL.
Eksner, H. Julia (July, 2003). Language Ideologies and Stylized Turkish German among Turkish Youths in Berlin-Kreuzberg . Paper presented at the 8th International Pragmatics Conference. Toronto, Canada.
Research InterestsI am interested in youths' learning and development in the context of immigration and minoritization. My theoretical focus is in the intersection of cultural practices and beliefs, ecocultural context, and development. I study how minoritized young people are affected by their social positioning and the contexts of their neighborhoods, how they make meaning about these, and how this meaning impacts the decisions they make as they are on their way to adulthood.
In my research and applied work I have worked with disenfranchised German Turkish and German Arab youth in Berlin, Germany, refugee youths from African and Latin American countries in Chicago, United States, and am presently starting a new project bridging research and applied work in Israel.
Lab AffiliationsLatino Children as Family Translators: Links to Literacy
Stress and Development Lab
Cultural Modeling Group
Works In Progress
Cultural Models and Educational Pathways of German Turkish and German Palestinian Adolescents
This research studies the development of adolescents from Turkish and Arab immigrant communities in the context of ecological and cultural value and meaning systems (Bronfenbrenner 1979; 2005; Weisner 2002). It is a central interest of this study to conceptualize and operationalize the vague concept of “culture” in order to employ it in the empirical study of the educational achievement of minority students. In the German and Israeli context, culture has until recently been an undertheorized and neglected predictor of educational achievement. The concept of culture is only recently becoming more central to the interests of the international educational research community (Lee 2008; Stanat 2008). In this study we operationalize culture by drawing on theory and methods from psychological anthropology and cross-cultural psychology. This operationalization is based on a theory of culture that is concerned with culturally specific schemata and practices (D'Andrade and Strauss 1992; Quinn 1987; Strauss 1992).
Peace Education - "The Israeli-Palestinian Conflict - The Perspective of German-Turkish and German-Arab Youth"
For the group of immigrant youths from Palestinian-descendent families in Germany the Israeli-Palestinian conflict is often particularly salient, as well as emotional and painful. It is so as well for those youths from other immigrant communities who - for complex reasons of social positioning, ascription, and processes of identity construction - feel solidarity and empathy with the Palestinian people. The curriculum in German schools does not provide room to explore this conflict and the conflict constellations from the perspective of these youths. As part of my applied work with StreetGriot Media Education our team has developed and taught two learning environments/curricula that address issues of group identities, emotions and understanding the other, and negotioting consensus: a video education curriculum and an interactive webquest "Israel/Palestine 2009." In the webquest youths can explore 15 profiles of people affected by the conflict, their experiences, motivations, and emotions. Participative classroom activities, including forum theater, center on exploring and discussing these experiences. The webquest is available to educators on our website (in German). Curricular units will be added shortly.
Post Doc, University of California at Los Angeles
Center for Culture, Brain, and Development
United States of America
Research Scientist, Free University of Berlin
Empirical Education Research
Last Updated: 2014-09-11 14:55:15