Fixed Narratives and Entangled Categorizations: Educational Problematizations in Times of Politicized and Stratified Migration.

Autor/in	Horvath, Kenneth
Titel	Fixed Narratives and Entangled Categorizations: Educational Problematizations in Times of Politicized and Stratified Migration.
Quelle	In: Social Inclusion, 6 (2018) 3, S. 237-247 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2183-2803
DOI	10.17645/si.v6i3.1541
Schlagwörter	Bildung; Pädagogik; Bildung; Deutschland; Pädagogik; Politisierung; Migration; Ungleichheit; Ungleichheit; Migration; Politisierung; Deutschland
Abstract	Western European migration and citizenship regimes have undergone profound transformations over the past decades. The massive politicization and stratification of migration are key features of these dynamics. Focusing on the case of Germany, this article investigates how these developments affect logics of educational practice. It is argued that teachers, faced with increasingly complex and uncertain situations, systematically draw on categories that combine political and educational logics. These "entangled categories" do hardly allow to unravel the complex configurations currently at stake at the intersection of migration and education. A secondary analysis of TIMSS-2015 data is performed to substantiate the article's core hypothesis: these forms of categorization have crystallized into patterns of educational problematization that couple perceptions of educational challenges, professional self-images, and didactic approaches. These fixed narratives disproportionally affect migrant children from underprivileged social backgrounds. They hence have important implications both for our understanding of educational inequalities in times of politicized and stratified migration and for furthering professional reflexivity.
Erfasst von	GESIS - Leibniz-Institut für Sozialwissenschaften, Mannheim
Update	2020/2