Literaturnachweis - Detailanzeige
Autor/inn/en | Karakasoglu, Yasemin; Schäfer, Caroline |
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Titel | Lehrer*innenbildung im Kontext von Fluchtmigration. Kritische Anfragen aus einer postkolonial informierten Perspektive. |
Quelle | Aus: Wojciechowicz, Anna Aleksandra (Hrsg.); Vock, Miriam (Hrsg.); Gonzalez Olivo, Diana (Hrsg.); Rüdiger, Marie (Hrsg.): Wie gelingt der berufliche Einstieg von geflüchteten und migrierten Lehrkräften in Deutschland? Theoretische und konzeptionelle Überlegungen, Erfahrungen und Handlungsbedarfe. Weinheim; Basel: Beltz Juventa (2023) S. 389-405 |
Sprache | deutsch |
Dokumenttyp | gedruckt; Sammelwerksbeitrag |
ISBN | 3-7799-6778-2; 978-3-7799-6778-1 |
Schlagwörter | Bedingung; Beschäftigung; Deutschland; Diskurs; Flüchtling; Lehrer; Professionalisierung; Programm; Analyse; Anerkennung; Lehrerbedarf; Veröffentlichung; Postkolonialismus; Lehrerbedarf; Lehrer; Programm; Migrationshintergrund; Postkolonialismus; Beschäftigung; Professionalisierung; Qualifizierung; Migrationshintergrund; Analyse; Anerkennung; Bedingung; Diskurs; Veröffentlichung; Flüchtling; Deutschland |
Abstract | For almost two decades, there has been various political, educational, and academic discourse regarding the employment of (more) teachers with so-called "migration" backgrounds in Germany. Due to the recent waves of immigration to Germany, teachers with refugee experience are increasingly considered as additional and extensional target group. The authors analyse requalification programmes for refugee teachers in Germany against the backdrop of said discourse by drawing on postcolonial and decolonial theory. The paper pays particular attention to the essentializing tendencies found in the discussions and implementations of these requalification programmes, such as culturally and socially constructed differences, mechanisms of representing the "Other", and the adjustment to the construction of "normality". In order to do so, the authors cursorily reviewed programme descriptions from Germany, Austria, and Sweden and analysed current publications dealing with the topic of teachers with immigration and/or refugee histories. The aim is to question perspectives of the programmes with respect to essentializing and de-normalizing effects and rendering visible processes of exclusion and othering. While still in need of further empirical analysis, the results emerging from the extensive study of such mechanisms enable both practitioners and educational theorists to reflect upon and confront these and similar mechanisms and processes. (DIPF/Orig.). |
Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
Update | 2023/1 |