"In meinem Schulzimmer sind oft bis zwölf Nationen versammelt": schulischer Unterricht zu "Migration" als pädagogische Praxis der Differnzmarkierung

Abstract

Following a subject-oriented approach, teachers predominantly focus on the students’ familial migration biographies in their teaching practice on the topic of migration. Even though the teachers are pretending an anti-racist debate based on fundamental rights, this approach tends to trigger and to reproduce hegemonic orders of belonging without reflection. The article deals with this discrepance of intension and practice and addresses the question of alternative approaches to critically dispute hegemonic orders of belonging in schools.