Flags, Crucifix, and Language Regimes: Spacemarking in Three Primary Schools

Autor/in	Wagner, Josefine
Titel	Flags, Crucifix, and Language Regimes: Spacemarking in Three Primary Schools
Quelle	In: Journal of Social Science Education, 20 (2021) 1, S.1-28 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Wagner, Josefine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1618-5293
Schlagwörter	Foreign Countries; Elementary Education; Multilingualism; Sense of Community; Religious Factors; Patriotism; Interior Space; School Space; Educational Facilities Design; Space Utilization; Imagery; Poland; Austria; Germany + Suchen Sie Ihr Suchwort? Ausland; Elementarunterricht; Mehrsprachigkeit; Multilingualismus; Patriotismus; Innenraum; Schulraum; Raumnutzung; Metaphorik; Polen; Österreich; Deutschland
Abstract	Purpose: Against the backdrop of a global policyscape of inclusion, this paper investigates how three primary schools (Poland, Austria, Germany) mark entry halls and classrooms with state and religious symbolism and grant presence or absence of multilingualism. Design/methodology/approach: This multi-sited school ethnography investigates how EU educational policy projects on social justice and inclusion are appropriated and negotiated in the spaces of three Central European schools (Abu El-Haj et al. 2017; Levinson, et al. 2018). I build on Gert Biesta's concept of "transclusion" (2019) to interpret how school spaces appropriate EU inclusion policies and create a shared sense of community and belonging. Research limitations: Findings must be treated with caution as these are snapshots into the everyday life of three schools and cannot serve as general claims. Findings: Monoethnic expressions of religious faith (cross), national symbolism (flag) and language regimes co-construct national narratives that draw a line between those who belong and those who do not. Strong national narratives, communicated through entry hall decorations and classroom practices, allow little space for peripheral identities, i.e. migrant students, to claim voice and participate in the classroom and other shared spaces (Poland). Where there is less overlap between entry hall and classroom discourses (Austria), on the other hand, students receive mixed messages when it comes to their acceptance as Austrians. Blank spaces (Germany) presume a possibility to create shared spaces of communication and decision-making that students playfully engage in. However, in both Germany and Austria the ambivalence around space-marking means that language regimes are the more prominent factor in drawing the demarcation line between insiders and outsiders. (As Provided).
Anmerkungen	Journal of Social Science Education. Bielefeld University Faculty of Sociology, Universitätsstraße 25, 33615 Bielefeld, Germany. Tel: +49-521-106-3985; Fax: +49-521-106-153986; e-mail: info@jsse.org; Web site: http://www.jsse.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11