Regimes of Belonging – Schools – Migrations Teaching in (Trans)National Constellations

EDITORS Lydia Heidrich, Yasemin Karakaşoğlu, Paul Mecheril, Saphira Shure Regimes of Belonging – Schools – Migrations Teaching in (Trans)National Constellations The edited volume Teaching in (Trans)National Constellations is funded by Stiftung Mercator. Regimes of Belonging – Schools – Migrations. Teaching in Transnational Constellations Funding of this publication project Stiftung Mercator Project duration 11/2018 – 07/2020 Release date March 2021 Contact Lydia Heidrich, [email protected] Prof. Dr. Yasemin Karakaşoğlu, [email protected] Prof. Dr. Paul Mecheril, [email protected] Dr. Saphira Shure, [email protected] University of Bremen Faculty 12: Pedagogy and Educational Sciences Unit for Intercultural Education P.O. Box 330 440 28334 Bremen, Germany Cover and typeset: Printing Services Office, University of Bremen Proofreading: Hauptstadtstudio Freier Lektoren Berlin, Scott Martingell Suggested citation: Heidrich, L., Karakaşoğlu, Y., Mecheril, P., & Shure, S. (Eds.). (2021, March). Regimes of Belonging – Schools – Migrations. Teaching in (Trans)National Constellations. Preprint. Universität Bremen. http://dx.doi.org/10.26092/elib/486 This work is licensed under the Creative Commons attribution-NonCommercial- NoDerivatives 4.0 (BY-NC-ND) which means that the text may be used for noncommercial purposes, provided credit is given to the author. For details go to http://creativecommons.org/licenses/by-nc-nd/4.0/ Also available on Springer VS: https://www.springer.com/gp/book/9783658291884 Softcover ISBN 978-3-658-29188-4 eBook ISBN 978-3-658-29189-1 Table of Content Preface ............................................................................................................................. 5 Schools and teacher education challenged by transnational constellations. An introduction Lydia Heidrich, Yasemin Karakaşoğlu, Paul Mecheril, and Saphira Shure ............................. 6 I Migration, Transnationalities and Regimes of Belongings María do Mar Castro Varela Countering the trivialisation of violence: Postcolonial critique and the contours of an ethical pedagogy ...................................... 24 Paul Mecheril Is there a transnational right to self-determination? Thoughts on an ethics of movement �� 34 Ann Phoenix Subjectification, the politics of recognition and identities in (trans)national classrooms ............................................................................................................................. 50 Ludger Pries and Natalia Bekassow Dynamic identities and varying belongings: migration, transnationalism and education �� 59 II Education in Transnational Constellations David Gillborn The colour of schooling: Whiteness and the mainstreaming of racism ......................... 71 Yotam Hotam Education and integration: some secular and religious considerations ....................... 81 Natascha Khakpour Schools as the terrain for struggles over hegemony ........................................................ 90 Daniel Krenz-Dewe and Matthias Rangger Social orders and the political dimension of literacy ...................................................... 103 Gregor Lang-Wojtasik Great Transition and World Collective: Global Citizenship Education as education for transformation within school ............ 113 Arnd-Michael Nohl Education and multi-dimensional belonging: The significance of organizational and professional practices ..................................... 127 Ewald Terhart The discussion about racism and anti-racism in schools and teacher education in Germany: Some short remarks ................................................................... 135 Dita Vogel and Yasemin Karakaşoğlu Transnationally mobile students and the ‘grammar’ of schooling ............................... 142 III Migration, Transnationalities and Schools in National Contexts Polina-Theopoula Chrysochou Teachers in the midst of a global financial crisis: mapping the impact in the case of Greece �� 155 Akiko Ito The ambiguity of ‘us’ between reality and educational policy in Japan ........................ 165 Marguerite Lukes Deconstructing the dropout factory: Redesigning secondary schools to better serve immigrant youth – examples from the US context .............................. 177 Jabari Mahiri Deconstructing race: Prerequisite to belonging in US society and schools ................ 189 Andrea Riedemann and Muriel Armijo Foreign students in the nationalist-homogenizing schools of a neoliberal and unequal society: The case of Chile �� 201 Dorothee Schwendowius and Saskia Terstegen Teachers’ constructions of students’ transnational biographies: Analyses in German and US schools ................................................................................. 211 Simona Szakács-Behling Understanding solidarity in differently (trans)national settings: a study of Europe-oriented schools in Germany ............................................................. 222 IV Teacher Training: Knowing How, Knowing That Ş. Erhan Bağcı Teachers for refugee students in Turkey: Results of an action research on an in-service training course ..................................... 235 Beatrix Bukus Using migrant pupils’ experiences in teacher training ................................................... 246 Aysun Doğmuş Symbolic orders of a society shaped by migration and their relevance for the (re)production of racism in pre-service teacher training in Germany .......................... 254 Susanne Gottuck, Nicolle Pfaff, and Anja Tervooren Questioning cultural and power relations as well as debates on disability and migration: Concepts for contemporary inclusive teacher education ................... 262 Oxana Ivanova-Chessex, Anja Steinbach, and Jan Wolter Critical reflexivity: Theoretical considerations on subjection and postcoloniality for teacher education �� 274 Vini Lander Hopeful or hopeless? Teacher education in turbulent times ......................................... 284 Clea Schmidt Teacher education for social justice in the Canadian context ....................................... 296 About the editors / About the contributors ............................................................304 5 Preface This edited volume is in large part the product of an international conference titled “Failing Identities, Schools and Migrations. Teaching in Trans(National) Constellations”, which we held from 26-28 October 2018 at the University of Bremen. The volume includes revised and updated forms of many of the presentations at the conference but also take up several new contributions that fit especially well. At the conference, scholars from many different nation-state contexts discussed how education in general and teacher education in particular can and should be re-thought in a global migration society. Stimulating and sometimes controversial discussions took place among representatives from a range of education scientific research traditions, experienced pedagogical practitioners and, not least, various perspective of scholars from several academic generations and different regions of the world. The participants unanimously agreed that the ideas for these discussions, which even led to the establishment of a now active research network for racism-critical school pedagogy in the German-speaking space, should also be made available to the broader international public. This edited volume has now achieved that goal. A two-year process that was instructive, inspiring and fruitful for everyone involved now concludes with the publication of this volume, full of different voices. This is certainly a reason for us to express our heartfelt thanks to everyone whose generous support has enabled us to realise this international publication project. As the editors, we would first like to thank Stiftung Mercator for its financial support and the long-standing, productive cooperation that was not limited to planning and carrying out the conference. A research project on pedagogical professionalism in the migration society preceded the conference and was also funded by Stiftung Mercator. We would also like to thank the German Research Foundation (DFG), whose support enabled us to invite renowned international experts to the conference. Our gratitude goes to Dr. Anna Aleksandra Wojciechowicz (now at the University of Potsdam) and Dr. Aysun Doğmuş (now at the Helmut Schmidt University Hamburg), who made important contributions to the research projects that preceded the conference and in the early phases of the preparatory work. The success of the conference is due to their hard work. Last but not least, we want to thank our student assistants Bettina Hauke, Nora Keykan, Ana Rovai, Holger Steffen and Moritz vom Ende for their sense of personal responsibility and creativity as well as their dedicated and reliable support of the work on this publication. We hope that readers find many stimulating ideas in these pages and look forward to feedback as well as to many more discussions with everyone interested in this fundamental change in schools and teacher education – changes that ensure they take the realities of migration and

Load more