Diskriminierungs- und Rassismuserfahrungen im Schulwesen

Fereidooni, Karim

doi:10.1007/978-3-658-13616-1

Cited by 69 publications

(5 citation statements)

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“…Studies on diversity within the educational system and in particular in teacher education, reveal that within the first and second phase of the training at universities and in schools (so called Referandariat) the students often experience discrimination like lacking sense of belonging, offensive remarks as well as rejection and exclusion by colleagues and trainers (Naumann, 2011;Georgi et al, 2011;Fereidooni, 2016).…”

Section: Professional Integration and Teacher Educationmentioning

confidence: 99%

Teachers with Migration Background in German Discourse: Insights into Research on Education, Professional Integration and Self-Perception

Goltsev

Putjata

Knaus³

2023

To Be a Minority Teacher in a Foreign Culture

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This chapter presents the state of the art focusing on the so-called teachers with “migration background” in Germany. Applying the method of the literature review, we summarize current and emerging research trends as well as understudied areas in Germany. The chapter provides the reader with a critical survey of the extensive literature produced in the past decade and a synthesis of current thinking on the topic at hand across disciplines and methodological approaches. The chapter opens up with a concise presentation of the context, objectives and the methodology of the study. These are followed by a critical synopsis of the findings and a closing conclusion. The results of the analysis reveal that a vast amount of research is focusing on the three following domains: Ascriptions and (Self-)perception of minority teachers’ role in education such as the responsibility of fostering the linguistic diversity) Minority teachers’ role for students and students’ own perspectives, e.g. the importance of the multilingual teachers for self-positioning of the students as migration-related multilinguals; as well as professional integration of minority teachers including access to the labour market and teacher education revealing an underrepresentation of minority teachers in schools. In the conclusion we point out new perspectives and areas in need of further research, such as the demand for new approaches on how to constructively include migration-related multilingualism in the course of teacher education.

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Section: Professional Integration and Teacher Educationmentioning

confidence: 99%

Teachers with Migration Background in German Discourse: Insights into Research on Education, Professional Integration and Self-Perception

Goltsev

Putjata

Knaus³

2023

To Be a Minority Teacher in a Foreign Culture

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“… 2021 ), ist es wichtig, dass Pädagog_innen Hatespeech nicht ausschließlich an der Perspektive der Ausübenden festmachen, sondern Hatespeech als Reproduktion diskriminierender Machtverhältnisse und damit die Auswirkungen auf potenzielle Opfer in den Blick nehmen. Dadurch würden marginalisierte Schüler_innengruppen gestärkt und verhindert, dass sich Vorurteile und Ungleichheiten an der Schule verstärken (Fereidooni 2016 ). Dass Hass und Feindseligkeit von den befragten Pädagog_innen eher als Hatespeech gewertet wird, deckt sich mit Befunden aus der Gewaltforschung, wonach Lehrkräfte das Verhalten von Schüler_innen eher als gewaltvoll einordnen, je aggressiver sie es wahrnehmen (Bilz et al.…”

Section: Diskussionunclassified

Ist das (schon) Hatespeech? – Eine qualitative Untersuchung zum Verständnis von Hatespeech unter pädagogischem Schulpersonal

et al. 2022

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ZusammenfassungHatespeech ist ein gesellschaftliches Phänomen, das auch die Lebenswelt Schule betrifft. Was jedoch pädagogisches Schulpersonal unter Hatespeech versteht, ist unklar und daher Thema der vorliegenden Interviewstudie mit Lehrkräften (n = 18) und Sozialpädagog_innen (n = 16). Die Ergebnisse zeigen, dass Hatespeech als Herabsetzung verschiedener strukturell unterdrückter Gruppen verstanden wird (z. B. Transpersonen, Homosexuelle, jüdische Personen). Die Befragten erkennen subtilere Formen von Hatespeech oft nicht als Problem an und verstehen Hatespeech vorranging als Online-Phänomen, obwohl auch Vorfälle in Schulen berichtet werden. Es lässt sich schlussfolgern, dass pädagogisches Schulpersonal für Offline-Hatespeech und subtilere Formen sensibilisiert werden muss, um ihre Interventionsbereitschaft zu steigern.

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“…However, such programs have faced criticism for superficially embracing multicultural norms without addressing structural aspects and resting on the laurels of their stated values. This can inadvertently curtail further meaningful actions to tackle deep-seated issues (Fereidooni, 2016).…”

Section: Silence About Racementioning

confidence: 99%

Maintaining Whiteness in a Superdiverse Context: White German Parents' Racial-Ethnic Socialization

Kaiser,

Moffitt,

Hagelskamp

et al. 2024

Preprint

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Objective: We aimed to explore the domains of white German parents’ racial-ethnic socialization (RES) in a superdiverse context.Background: White individuals are becoming numerical minorities in many Western European cities, despite persistent white supremacy. In this context, some white individuals embrace diversity, whereas others perceive it as a threat. Understanding white parents’ RES in diverse contexts is crucial, as parents play a pivotal role in shaping their children's beliefs and behaviors.Method: We conducted qualitative interviews with 12 white German parents of elementary school aged children and employed reflexive thematic analysis to analyze the data.Results: We identified four main themes: silence about race, adhering to white normativity, overtly reinforcing racism, and diversity socialization. Conclusion: RES among white parents is a mechanism that can uphold or resist white supremacy. All parents’ messaging included aspects of both, indicating an ongoing embrace of white normativity and supremacy in this superdiverse context, but also an emerging consciousness of own privileges.Implications: Fostering environments that reject white supremacy demands change at all systemic levels. Interventions to bridge the gap between emerging awareness and concrete actions, guiding parents in exploring and addressing racial-ethnic topics, are one vital puzzle piece to disrupt the intergenerational transmission of racism.

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Diskriminierungs- und Rassismuserfahrungen im Schulwesen

Cited by 69 publications

References 0 publications

Teachers with Migration Background in German Discourse: Insights into Research on Education, Professional Integration and Self-Perception

Teachers with Migration Background in German Discourse: Insights into Research on Education, Professional Integration and Self-Perception

Ist das (schon) Hatespeech? – Eine qualitative Untersuchung zum Verständnis von Hatespeech unter pädagogischem Schulpersonal

Maintaining Whiteness in a Superdiverse Context: White German Parents' Racial-Ethnic Socialization

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