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Autor/inMantel, Carola
TitelBeing a Teacher with a So-Called 'Immigrant Background': Challenges of Dealing with Social Boundaries
QuelleIn: Intercultural Education, 31 (2020) 2, S.173-189 (17 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1467-5986
DOI10.1080/14675986.2019.1702291
SchlagwörterTeacher Background; Immigrants; Diversity (Faculty); Foreign Countries; Interpersonal Relationship; Urban Schools; Neighborhood Schools; Professional Identity; Competence; Migration; Acculturation; Switzerland
AbstractThere have been calls in many European countries to diversify the teaching staff as a response to increasing diversity within student populations. These calls are often based on underlying assumptions that teachers with a migration history are well placed to act as 'intercultural mediators' and 'role models' for successful integration. However, these assumptions often lack differentiation. The presented study addresses this lack of differentiation for the case of the German-speaking part of Switzerland. Based on social constructivist theory (Barth; Wimmer) and pursuing a qualitative-hermeneutical approach (Schütze; Rosenthal), the study shows four ideal types of dealing with social boundary dynamics among teachers who have been categorised or labelled in terms of a 'second immigrant generation'. Additionally, the study provides insight that (a) the category of 'labour migration' is experienced as a particularly significant category of boundary making and (b) that schools in urban-immigrant neighbourhoods -- in contrast to those in rural-non-immigrant neighbourhoods -- are experienced as places with an increased chance of recognition for a teacher 'with an immigrant background', although even there, these teachers find themselves in constant engagement to defend their belonging and to justify their sensitivity in dealing with migration-related diversity. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2022/1/01
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