Die Bedeutung von Deutsch und Mehrsprachigkeit im 					schulischen Kontext. Erfahrungen aus einem Projekt 					mit einer »Übergangsklasse« für geflüchtete 					Jugendliche

Alpagu, Faime; Dausien, Bettina; Draxl, Anna-Katharina; Thoma, Nadja

doi:10.14220/odaf.2019.35.1.207

Cited by 6 publications

(4 citation statements)

References 3 publications

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“…Our article addresses this gap and explores young people's experiences with and views on educational and school-to-work transitions under conditions of insecurity. The research findings presented in this article emerge from a shared reflection based on two independent studies-one undertaken with youth in Afghanistan (Langer et al, 2019(Langer et al, , 2021 and the second conducted in Austria with refugee students from Afghanistan and Syria (Alpagu et al, 2019a(Alpagu et al, , 2019bDausien et al, 2020). While both projects had a wider focus on youth and education, in this article we concentrate on experienced and anticipated transition processes.…”

Section: Introductionmentioning

confidence: 73%

Educational Transitions in War and Refugee Contexts: Youth Biographies in Afghanistan and Austria

Thoma

Langer

2022

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This article addresses educational transitions under conditions of multiple insecurities. By analyzing empirical data of two research projects with youths in Afghanistan and refugee students in Austria, we show how young peoplemake sense of the social and educational inequalities they encounter on their educational pathways within different national, socio‐political, and institutional contexts. We present in‐depth analyses of two cases to elaborate how young people in different parts of the world conceive of their futures when basic security needs are not met, and how they make sense of the social and educational inequalities they face during their transition processes. After living through repeatedly fractured perspectives, young people have to make sense of their biographical experiences and continuously (re)design their plans while facing uncertain futures. In the Afghan Youth Project, we reconstructed a collective—and morally charged—biographical orientation of future plans. This orientation can also be understood as a critical response to persistent fragility and inequality and suggests an imagined generational hold and sense of belonging. In the Austrian project Translating Wor(l)ds, we reconstructed continuing experiences of educational exclusion, marginalization, and devaluation in different migration societies throughout refugee routes. Educational transitions, which can be challenging for all young people, take on special relevance under these conditions. Combining biographical and socio‐psychological research perspectives allows us to reconstruct educational processes as cumulative, non‐linear processes and to reveal the ambiguities, contradictions, and ruptures woven into them, as well as the subjects’ constructions of sense and agency.

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Section: Introductionmentioning

confidence: 73%

Educational Transitions in War and Refugee Contexts: Youth Biographies in Afghanistan and Austria

Thoma

Langer

2022

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“…Our data and analysis are therefore centered around situations of language brokering in educational institutions as narratively reconstructed by students, and we contrast them with experiences in other settings, such as home or social work settings. More specifically, as there has been identified a need for expansion of research into new populations and contexts (Orellana, 2017: 74), we focus on newly arrived youth whose residence status is not yet secured and whose languages have a particularly low prestige in the institutional context (see Alpagu et al, 2019). Moreover, we do not limit ourselves to a reconstruction of young people’s perspectives, but make suggestions on how schools can do more justice to young people’s practices and achievements as language brokers and transform their educational policies along ethical considerations and in line with young people’s experiences and perspectives.…”

Section: Language Brokering and Language Education Policies In Schoolsmentioning

confidence: 99%

Transforming language brokering policies at school: Learning from students with transnational biographies

Thoma

Draxl

2022

European Educational Research Journal

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Within discourses on education and transnationalism, much importance has been given to language, both for the educational success of migrants and their transition into the labor market. Among the many perspectives on multilingualism, there is a growing body of research on language brokering. In contrast to professional interpreting, this is often associated with interpreting without formal qualifications or payment in mostly informal settings. However, language brokering is embedded in complex social structures, and students who interpret often act within complex power relations. In our article, we address experiences with education-related language brokering. While focusing on the perspectives of the students, we will address the roles they take during language brokering activities between different actors and the power relations they experience. Our data were collected as part of an ethnographic research project which aimed to explore the experiences of refugee students following their arrival in Austria and during the adjustment period in their new sociolinguistic and educational context. Empirically, the article is based on a data set of small stories and reflections about language brokering. The analysis was carried out through contrastive comparisons between different cases. The paper will conclude with suggestions on the introduction of critical language brokering practices and policies in educational institutions.

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“…Nevertheless, the children received greater attention to their German language skills at school, which reminded them of their liminal status. Education policy and integration measures consider learning German as its main pillar, which is implemented, for example, through German‐language support classes (Alpagu et al, 2019, p. 220). Asylum‐seeking children reported negative school experiences: ‘Yes, it is very difficult because of German’ (10, female).…”

Section: Waiting Liminality and Precarity In The Austrian Asylum Syst...mentioning

confidence: 99%

Waiting in the Austrian asylum system: The well‐being of asylum‐seeking children in a phase of liminality

2022

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This article sheds light on the waiting period experienced by asylum-seeking children in Austria. We argue that this period can be defined as a 'phase of liminality' in which 'precarity' of asylum seekers is produced. The article analyses how children experience institutional settings that produce precarity in relation to their well-being. The aim is to contribute to a sound understanding of children's experiences while waiting for an asylum decision and to a child-centred perspective on children that focuses on their needs, wishes and agency. The article draws on 27 interviews with asylum-seeking children living in a basic services accommodation in Vienna, conducted in 2020 and 2021. The findings demonstrate the importance of listening to asylum-seeking children to support their well-being during this phase of liminality and implementing child-centred asylum policies that are responsive to children's well-being.

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Die Bedeutung von Deutsch und Mehrsprachigkeit im schulischen Kontext. Erfahrungen aus einem Projekt mit einer »Übergangsklasse« für geflüchtete Jugendliche

Cited by 6 publications

References 3 publications

Educational Transitions in War and Refugee Contexts: Youth Biographies in Afghanistan and Austria

Educational Transitions in War and Refugee Contexts: Youth Biographies in Afghanistan and Austria

Transforming language brokering policies at school: Learning from students with transnational biographies

Waiting in the Austrian asylum system: The well‐being of asylum‐seeking children in a phase of liminality

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