As classrooms have increasingly become diverse and complex, developing culturally responsive pedagogies is a professional imperative for teachers. However, considerable international research suggests that meeting the needs of diverse pupil cohorts is challenging for many teachers. In this article, we highlight how curriculum and teaching practices reflect hegemonic values and cultural practices, and can potentially marginalise minority ethnic students. We draw on data from a study conducted in a culturally diverse lower secondary school in Austria where mandatory swimming classes are a source of tension between Muslim female students and their teachers. Our analysis of the intersection of student resistance and teacher authority raises issues of power, compliance and the construction of cultural difference as problematic. We suggest that scenario-based learning and in particular, the analysis of examples of student resistance and teacher response may facilitate teachers' reflexivity about the values and beliefs that underpin their practice.

This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. 2 │ EDU/WKP(2019)6 THE LIVES OF TEACHERS IN DIVERSE CLASSROOMS Unclassified OECD EDUCATION WORKING PAPERS SERIES OECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed herein are those of the author(s). Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD,

This paper discusses the development of Global Learning in Austria, paying special attention to the process and outcome of the major undertaking of developing a national strategy. The first part of the paper provides a descriptive outline of the contextual development, while the second part conjoins the description of the process of strategy development with policy discourse analysis to ask how the idea of a pedagogical response to globalisation affects policy and how engaging with policy affects that idea. The concept of Global Learning as defined in the strategy document is examined in its orientation and intent using a conceptual framework that highlights differing approaches to global citizenship education, in an attempt to situate the Strategy's conceptual approach in the broader international discourse.

Zusammenfassung Der vorliegende Beitrag beschäftigt sich, als Teilprojekt eines Evaluationsprojekts zu einer aktuellen Schulreform in Österreich, der Einführung der Neuen Mittelschule, mit Migrationshintergrund als Heterogenitätsmerkmal, und fragt nach dem Zusammenhang zwischen "versteckten" LehrerInnen-Einstellungen zu migrationsbedingter Andersheit und dem so genannten ethnischen Leistungsgefälle im Kontext einer Schule für alle. 60 Lehrende und 626 SchülerInnen an 11 Niederösterreichischen Mittelschulen nahmen an der multimethodischen Erhebung und Analyse teil. Die Ergebnisse der Analysen verdeutlichen, dass Lehrende explizit ihre Einschätzung und Prognosen in Hinblick auf die schulische Leistung ihrer SchülerInnen nicht von deren Herkunft abhängig machen, allerdings eindeutig negative implizite Einstellungen in Bezug auf Migrationshintergrund aufweisen. Diese können mit SchülerInnen-Leistungen in Zusammenhang gebracht werden. Die Ergebnisse werden im Lichte der Critical-Race-Theory diskutiert. Der Beitrag verdeutlicht, dass SchülerInnen mit Migrationshintergrund sowohl an der Repro-2 N. Forghani-Arani et al. 3duktion als auch an der Widerlegung von Differenz-und Defizitzuschreibungen beteiligt sein können, und hebt somit die Vielschichtigkeit von Wirkungsgefügen eingebettet in komplexe Ungleichheitsdynamiken hervor.Schlüsselwörter Migrationsbedingtes Leistungsgefälle · Lehrer-Einstellungen · Schüler-Widerstand · Impliziter Assoziationstest · Critical Race Theory When the Pygmalioneffect fails …Abstract This article reports and discusses results of a study conducted within the framework of the large scale NOESIS research project to evaluate the Austrian school reform program the "New Middle School" which aims at improving trajectories and reducing marginalizing processes within an inclusive school setting. With a special interest in processes involving immigrant students, the study replicates and expands on a study on teachers' implicit biases, relations to teacher expectations and the ethnic achievement gap. Sixty teachers and 626 students at 11 school sites participated in the study. Data analysis shows that teachers' explicit judgments and expectations of student performance do not distinguish between immigrant and non-immigrant students, whereas their implicit associations measure clearly reveals bias, which correlates with students' achievements. Drawing on resistance theories and acknowledging human agency, the article explores the complexities of culture, ethnicity, language, religion and other constructs of otherness to interrogate the intricate dynamics of interactions and relationships between minority students and their mainstream teachers.