Literaturnachweis - Detailanzeige
| Autor/inn/en | Schwendowius, Dorothee; Terstegen, Saskia |
|---|---|
| Titel | Teachers’ constructions of students’ transnational biographies. Analyses in German and US schools. [Preprint]. |
| Quelle | Aus: Heidrich, Lydia (Hrsg.); Karakaşoğlu, Yasemin (Hrsg.); Mecheril, Paul (Hrsg.); Shure, Saphira (Hrsg.): Regimes of belonging – schools – migrations : Teaching in (trans)national constellations. [Preprint]. Bremen: University of Bremen (2021) S. 211-221
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| Beigaben | Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Sammelwerksbeitrag |
| DOI | 10.26092/elib/486 |
| Schlagwörter | Lehrer; Wissen; Biographie; Schüler; Migrationshintergrund; Flucht; Transnationale Kultur; Lehrer-Schüler-Beziehung; Professionalität; Schulkultur; Qualitative Analyse; Vergleichende Erziehungswissenschaft; Schule; USA; Deutschland; |
| Abstract | This article explores how teachers in German and US public schools relate to students’ educational paths and experiences in the context of transnational migration. The analysis is based on focus groups held in two schools. Selected sequences were analyzed comparatively with the aid of interpretative methods. The focus groups firstly reveal different types of knowledge and notions of normality teachers draw on when relating to their students’ lives, as well as heterogeneous professional self-positionings. These differences can be linked to local school cultures, professional knowledge repertoires and institutional hierarchies, as well as distinct traditions of anti-discrimination in Germany and the US. Secondly, the analysis highlights overlapping paradoxes of pedagogical professionalism resulting from the tension between students’ transnational biographies and nation-state-oriented school systems. (Orig.). |
| Erfasst von | Externer Selbsteintrag |
| Update | Neueintrag 2022-06 |
