Migrationserfahrung – Fremdheit – Biografie

Breckner, Roswitha

doi:10.1007/978-3-531-91738-2

Cited by 41 publications

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“…This process makes students' stories available for systematic analysis and permits retrieving unique experiences, possible patterns, and their relation to the challenges in the overall field of education (Creswell 2009). Breckner (2005, as cited by Lutz 2011 argues that migration is distinguished from other life events, as it is transversal.…”

Section: Aims and Research Questionsmentioning

confidence: 99%

Metacognition in Language Learning and Teaching

Haukås¹,

Bjørke²,

Dypedahl³

2018

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This volume offers an exhaustive look at the latest research on metacognition in language learning and teaching. While other works have explored certain notions of metacognition in language learning and teaching, this book, divided into theoretical and empirical chapters, looks at metacognition from a variety of perspectives, including metalinguistic and multilingual awareness and language learning and teaching in L2 and L3 settings, and explores a range of studies from around the world. This allows the volume to highlight a diverse set of methodological approaches, including blogging, screen recording software, automatic translation programs, language corpora, classroom interventions and interviews and, subsequently, to demonstrate the value of metacognition research and how insights from such findings can contribute to a greater understanding of language learning and language teaching processes more generally. This innovative collection is an essential resource for students and scholars in language teaching pedagogy and applied linguistics.

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Section: Aims and Research Questionsmentioning

confidence: 99%

Metacognition in Language Learning and Teaching

Haukås¹,

Bjørke²,

Dypedahl³

2018

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“…Als Erhebungsmethode haben wir das biographisch-narrative Interview (nach Schütze 1983) gewählt, wodurch die Lebensgeschichten beider Generationsangehöriger gewonnen werden. Dafür spricht, dass es sich bei Armutserfahrungen "nicht um punktuelle, in sich klar strukturierte Ereignisse mit jeweils spezifischen Folgen" (Breckner 2009, S. 121) handelt, sondern um Erlebnisse, die in ihrem Zusammenwirken mit anderen Erfahrungen und in ihren Auswirkungen nur verständlich werden, wenn sie in ihrer lebensgeschichtlichen Einbettung betrachtet werden. Die Interviews entfalten sich zunächst an einer offenen Eingangsfrage nach der eigenen Lebensgeschichte, wobei die Thematisierung der Armutserfahrung den Befragten überlassen wird.…”

Section: Ein Vorschlag Zum Methodischen Vorgehen Zur ‚Inbezugsetzung' Von Generationenunclassified

Rekonstruktive Ungleichheitsforschung

Rabenstein¹,

Burzan²,

Schad³

et al. 2018

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Der Beitrag gibt einen Überblick über neuere Veröffentlichungen, in denen vertikale Ungleichheiten mit qualitativen Methoden untersucht werden. Zu Beginn werden grundsätzliche Trends in der deutschsprachigen Ungleichheitsforschung beschrieben sowie jeweils spezifische Schwerpunktsetzungen in quantitativen und qualitativen Studien thematisiert. Eine Darstellung von ausgewählten Fachartikeln (2012 bis 2017) ermöglicht es, inhaltliche Fokussierungen der Beiträge und methodische Entwicklungen zu skizzieren. Dabei wird deutlich, welche Potenziale die Erforschung von Themen wie symbolischen Grenzziehungen, Prekarisierungs-oder auch intergenerationalen Transmissionsprozessen mit qualitativen Erhebungs-und Auswertungsmethoden haben. Die abschließende Betrachtung − mit einer Unterscheidung von drei analytischen Perspektiven auf Ungleichheit − verweist auf spezifische Stärken qualitativer Vorgehensweisen.

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“…In the later stage of the research, I focused on men and women coming from Romania with different cultural and national backgrounds (e.g. Romanian, Armenian, Hungarian, Jewish, Swabian), and who moved to the West in the mentioned period (for more details see [6]). In a second research field I analyzed migration biographies in the context of an EU-project on Social Strategies in Risk Societies (SOSTRIS) [43].…”

Section: The Research Context: East-west European Migration During the Cold Warmentioning

confidence: 99%

Collective Identities in Migration. Biographical Perspectives on Ambivalences and Paradoxes

Breckner

2014

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Notwithstanding the deconstruction of essentialist concepts of national or ethnic identity also with respect to the growing movements between nation states and developing transnational spheres [1][2][3][4], to construct collective belongings with references to imagined communities [5] based in nation, culture or ethnicity still seems to be a relevant social practice. At the same time, we can observe increasing ambivalences and even paradoxes inherent in these practices. They show when looking at biographical processes in which collective belongings concretely take shape. Based on empirical research on East-West European migration during the Cold War [6], I would like to demonstrate in this article how different biographical experiences interconnect when national, cultural, ethnic or other collective identities emerge, and also when they drop to the background in processes of undoing a collective identity.

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Migrationserfahrung – Fremdheit – Biografie

Cited by 41 publications

References 0 publications

Metacognition in Language Learning and Teaching

Metacognition in Language Learning and Teaching

Rekonstruktive Ungleichheitsforschung

Collective Identities in Migration. Biographical Perspectives on Ambivalences and Paradoxes

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