The ‘New Germany’ and Its Transformation Process: Narrating Collective Identity in Times of Transnational Mobility

Foroutan, Naika

doi:10.1057/9781137283207_12

Cited by 2 publications

(2 citation statements)

References 18 publications

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“…This narrative reveals a certain integration paradigm in the sense of expecting people with a migration background to assimilate into the 'majority society' , an aspect also visible in a similar form at the other schools. This contrasts with an understanding of integration as cultural, social and symbolic belonging and recognition of diversity in all spheres of society, an understanding which has become more firmly anchored in Germany in recent years, both academically and politically (Foroutan andKalter, 2021, p. 72, similar also in Foroutan, 2013; Die Beauftragte der Bundesregierung für Migration, Flüchtlinge und Integration, 2021).…”

Section: Sp: "What We […] Have Noticed […] [Is That] Our Parent Compo...mentioning

confidence: 99%

“The kids get haggled over”: how institutional practices contribute to segregation in elementary schools

Ramos Lobato,

Goldbach,

Hanhörster

2023

Front. Sociol.

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School segregation is a key topic in urban, educational and inequality research. While previous studies have mainly focused on the effects of both parental school choice and residential segregation patterns on the composition of schools, we draw attention to institutional players steering access to elementary schools as one important dimension of institutional discrimination. Combining expert interviews with school principals and the local schools department with a quantitative survey among parents, we scrutinize the interplay between institutional structures and practices and parental school choice strategies. We identify three dimensions of institutional discrimination as being particularly relevant for school access, and thus for school segregation and inequality: a school’s guidelines and strategic objectives in dealing with segregation, the enrollment process, and a school’s profiling and information policies. These factors prove to be rather subtle, yet crucial facets of institutional discrimination, co-producing and perpetuating spatial inequalities.

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Section: Sp: "What We […] Have Noticed […] [Is That] Our Parent Compo...mentioning

confidence: 99%

“The kids get haggled over”: how institutional practices contribute to segregation in elementary schools

Ramos Lobato,

Goldbach,

Hanhörster

2023

Front. Sociol.

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“…The problematizing and continuous evaluation of its ability or (lack of) success in adapting and integrating into the cultural, social, and economic spheres of German society have been framed in mainstream discourse mostly in terms of the low levels of participation in education and the labor market 5 . Representing the largest group within the Muslim population in Germany, Turkish inhabitants have also been subjected to the process of stigmatization of Islam (Kaya, 2012) and the "negative feelings that are predominant in Germany regarding integration of 'the Muslim'" (Foroutan, 2013b), and they commonly embody "the figure of 'the Muslim' as the 'non-German' other" (Foroutan, 2013a). Critical perspectives mainly in the fields of sociology and related disciplines have uncovered the drawbacks of immigrant integration policies and discourses (Anthias, 2013;Korteweg, 2017;Schinkel, 2018).…”

Section: Introductionmentioning

confidence: 99%

Belonging and Otherness in Postmigrant Society: Experiences of Young Women of Turkish Background in Germany

Gümüş Mantu

2023

Journal of Cultural Analysis and Social Change

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The social position of women of Turkish background has often been questioned on the basis of the dominant societal perception imaging them as being isolated in the domestic sphere, oppressed by traditional, cultural, and patriarchal norms, and thus unable to integrate into the broader German society. Although the younger-generation women, born and/or raised in Germany as children of Turkish migrant workers, to a great extent actively participate in public life via education and the job market, at a discursive and social-relational level they are still often perceived and categorized as the non-German and the non-European Other. This paper takes a closer look at the gendered and racialized experiences of young women of Turkish origin by paying special attention to how othering relates to belonging in the postmigrant social context in Germany. On the basis of ethnographic field data collected via in-depth and expert interviews, it intends to engage in a critical-reflexive discussion from the perspective of a social group that has long been imagined as dwelling at the margins of society. Drawing upon recent discussions on the culturalization of migration (and integration) issues, the paper traces the current articulations of the culturalized perceptions of ‘the Turkish woman’ through the reflections of young women of Turkish origin, and discusses belonging in light of their experiences of exclusion and otherness. Taking a critical approach to studying the concept of integration as a discursive historical process, the paper suggests that the self-positionings of the research participants have been substantially affected by the mainstream integration-centered discourse and its interfaces with othering. However, young women’s active and subversive ways of dealing with these exclusionary discourses and practices point to a rather critical view of belonging, articulated through a stated consciousness of the past and present context, and claims for recognition in postmigrant Germany.

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The ‘New Germany’ and Its Transformation Process: Narrating Collective Identity in Times of Transnational Mobility

Cited by 2 publications

References 18 publications

“The kids get haggled over”: how institutional practices contribute to segregation in elementary schools

“The kids get haggled over”: how institutional practices contribute to segregation in elementary schools

Belonging and Otherness in Postmigrant Society: Experiences of Young Women of Turkish Background in Germany

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