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Case Study

Qualitative-interpretative study on migration-society related practices of addressing topics in relevant texts in teacher education.

The first phase of the project focuses on the qualitative-interpretative analysis of relevant texts in teacher education (e.g. curricula, module descriptions, ministerial recommendations and legal guidelines). Thereby, the explicit as well as implicit references to ideas and concepts of pedagogical knowledge in schools of the migration society are identified and systematised. The aim of this project is to address the practices and the discourses on migration and migration society in teacher education that are reflected in educational policy and administration. The project seeks to develop new critical and reflexive perspectives on teacher education that are more appropriate to (world) societal conditions, sensitive to differences and at the same time critical towards discrimination. Furthermore, the project aims to transfer these perspectives into a broad, internationally oriented discussion on pedagogical skills in migration society.


Presentations and publications on the project results

Handout published by Mercator Foundation on the results of the case study „Angekommen in der Migrationsgesellschaft? Grundlagen der Lehrerbildung auf dem Prüfstand“ [Finally arrived in the migration society? The principles of teacher education put to the test]

„Angekommen in der Migrationsgesellschaft? Grundlagen der Lehrer/innen-Bildung auf dem Prüfstand“ – Presentation at the Mercator Foundation's Briefings (June 2017 in Berlin).

„Zur Semantik von Modulbeschreibungen in der Lehrer*innenbildung als Praktik(en) der Präsentation und (Ko-)Konstruktion von migrationsgesellschaftlich relevantem ‚Wissen‘ – Presentation at a GERA conference September 2017 in Solothurn/Switzerland.

Doğmuş, A./Karakaşoğlu, Y./Mecheril, P./Shure, S. (2018): Die Lehrerinnen- und Lehrerbildung der Migrationsgesellschaft im Spiegel von Modulbeschreibungen. Eine qualitativ-empirsche Analyse. In: Julia Kosinár, Tobias Leonhard, Christian Reintjes (Hrsg.): Praktiken und Orientierungen in der Lehrerinnen- und Lehrerbildung. Julius Klinkhardt, pp. 120-138

Karakaşoğlu, Y./Mecheril, P. (2019): Pädagogisches Können. Grundsätzliche Überlegungen zu LehrerInnenbildung in der Migrationsgesellschaft. In: Doreen Cerny & Manfred Oberlechner: Schule - Gesellschaft - Migration. Beiträge zur diskursiven Aushandlung des schulischen Lern- und Bildungsraums aus theoretischer, empirischer, curricularer und didaktischer Perspektive. Barbara Budrich, pp. 17-31

News

"Troubling Gender: New Turbulences in the Politics of Gender in Europe" (08-10.04.2021): Betül Yarar will participate in "Round Table: Gender Politics in Europe" (09.04.2021: 16:00-18.00/EU time). For further information and the conference program please use the following link: https://troubling-gender.eu/events/

On November 12th-13th, 2020 takes place the annual conference of the Council of Migration. Please see the conference's programme and poster for further details.

Remote office hours: All members of the Unit for Intercultural Education cannot provide office hours on campus due to Covid-19. Please send an e-mail to the indivual team member asking for an appointment via zoom.