Questioning cultural and power relations as well as debates on disability and migration. Concepts for contemporary inclusive teacher education.

Autor/inn/en	Gottuck, Susanne; Pfaff, Nicolle; Tervooren, Anja
Titel	Questioning cultural and power relations as well as debates on disability and migration. Concepts for contemporary inclusive teacher education.
Quelle	Aus: Heidrich, Lydia (Hrsg.); Karakasoglu, Yasemin (Hrsg.); Mecheril, Paul (Hrsg.); Shure, Saphira (Hrsg.): Regimes of belonging - schools - migrations. Teaching in (trans)national constellations. Wiesbaden: Springer VS (2021) S. 387-404 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	9783658291884; 9783658291891
DOI	10.1007/978-3-658-29189-1_24
Schlagwörter	Pädagogik; Erziehungswissenschaft; Forschung; Bildungssystem; Lehrerausbildung; Lehrerbildung; Interkulturelle Bildung; Multikulturalität; Inklusion; Migration; Behinderung; Heterogenität; Deutschland
Abstract	This chapter explores discourses in German education sciences that focus on the social categories of migration and disability, and confronts them with critical perspectives from disability and critical race studies. It weighs the historical development of Germany's education system and its attitudes towards disability and differences related to migration society against the development of pedagogy as a discipline. The authors highlight that, in each case, processes of 'othering' dominate educational practice and pedagogy, which also persistently shape debates in teacher education. In contrast to this, the article proposes that focus ought to be redirected and constructions of 'difference' should be critically questioned and incorporated within the context of an analysis of social ordering. This chapter concludes by elaborating concepts for teacher education that aim for an inclusive education system. (Abstract übernommen).
Erfasst von	Externer Selbsteintrag
Update	2024/1