Das Unbestimmbare bewerten. Aufnahmeverfahren an Kunsthochschulen aus rechtfertigungstheoretischer Perspektive

Study Preparation of Refugees in Germany: How Teachers’ Evaluative Practices Shape Educational Trajectories

“…Yet, while the teachers recognise performance differences between students based on a refugee background, they struggle to take into account special needs and educational barriers linked to refugees' experiences of flight and social positioning in their "evaluative repertoire." Eventually, the teachers tend to expect them to meet the same standards as their fellow course participants without a refugee background, thus legitimising the overarching organisational norms and rules represented in the "assessment chain" (Saner, 2019) of study preparation and admission to HEIs in Germany-an understanding that obviously does not irritate existing reproduction patterns of educational or social inequalities.…”

“…Also, I will discuss some implications for prospective refugee students' chances to navigate within this unfamiliar and complex educational environment. Following Saner's (2019) analysis of admission to art colleges, HE admission generally represents an institutionalised series of tests to evaluate and verify the applicants' quality concerning formalised requirements, in which candidates are continuously re-evaluated in various assessment situations. In the German context, refugees, like other international students who gained their HE entrance certificates in non-EU countries, have to prove the equivalence of their qualifications and are thereupon channelled into distinct HE access routes (Schröder et al, 2019).…”