Bordering the other, building the nation-state. Positioning the refugee as a subject of school knowledge.

Autor/in	Jarratt, Lindsay
Titel	Bordering the other, building the nation-state. Positioning the refugee as a subject of school knowledge.
Quelle	In: Journal of curriculum studies, 52 (2020) 3, S. 356-371Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2019.1695147
Schlagwörter	Curriculum; Grenze; Staatsbürgerschaft; Flüchtling; Staatsgrenze
Abstract	The refugee has become part of the scholarly discourse of schooling, largely centring considerations of psychological trauma that refugee children may have experienced. However, the role that schools play in creating, replicating, or transforming a national discourse of refugees-and by extension, (inter)national identity and citizenship-at the curricular level remains less explored. This exploratory study maps language-in-use from secondary school lesson plans about refugees, collected from United States teaching contexts. Utilizing qualitative and critical discourse analysis (CDA) methods to analyse discursive strategies employed in these lessons, tensions between the espoused objectives and pedagogical procedures of the curricula emerge. Findings reveal a narrative that enacts a national identity and supremacy within a global discourse, maintaining boundaries between citizens and refugees-between 'us' and the Other.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2020/4