Newly arrived migrant students in German schools are currently the centre of attention. In 2015 and 2016 the incoming number of migrant children and adolescents of school-age has risen. Schools, the education administration as well as politics need to take action with regard to this. In the on-going debate on new immigrant students in school, German media and the public focus have been predominantly on asylum seekers from conflict zones such as Syria or Afghanistan. For schools, the increasing number of newcomers with no or little proficiency of German currently poses a challenge, even though new immigrant students at school are not a new phenomenon, but rather a permanent one. From a theoretical point of view, social participation can be discussed within the division of inclusion and exclusion. In this article we examine the potential of a theoretical framework of social inclusion and exclusion in the case of new immigrant students and establish a connection between the organisation of schooling and practices in class. The analysis of a scene of multilingual classroom interaction, held in a separate class for newcomers only, shows how a complex interplay of including and excluding effects structure the situation of newly arrived migrant students.
Teachers trained in one country are often not allowed to serve as teachers in another country because their teacher’s license is not recognised as equivalent. The barriers these teachers have to overcome in order to work in their profession again are high and often require further (full) teacher training at the university. The paper provides insights into the conditions for teachers who participate in (re-)qualification programmes in Germany and Europe. By linking the theoretical concepts of a biographical approach to teacher professionalisation and transnationalisation in education, the results of an interview study with teachers who have participated in a programme for refugee teachers at a university in Germany are presented. The Grounded Theory analysis reconstructs the strategies of internationally educated teachers managing to keep up their hope to be able to work as teachers again and thus counter the formal de-professionalisation they are facing.
Ob jemand als zugehörig oder als »nicht von hier« gilt, wird im Kontext von Migration oft an Körperlichem festgemacht. Doch wie hängen Fragen nach dem Körper und nach Migration als Erfahrung und Zuschreibung zusammen? Die empirisch-qualitative Studie geht dem Verhältnis von Körper und Sozialität, von körperlichem Empfinden und Zuschreibungserfahrungen im Zusammenhang mit Migration nach. Dabei kommen junge Frauen in biografischen Interviews zu Wort und porträtieren sich in Fotografien. Durch die Analyse der Körperinszenierungen in Text und Bild wird deutlich, dass Körperlichkeit im Kontext von Migration als ein in sich flexibler Möglichkeitsraum zu verstehen ist.
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