07 SES 06 A, Introducing Innovative Pedagogical Cultures
In many European countries, there have been calls to diversify the teaching profession as a response to an increasing diversity within student populations. These calls are often based on underlying assumptions, that teachers with a personal migration history are well placed to act as role models for immigrant students, to have a deep understanding on the cultural beliefs and practices of their diverse students and to contribute intercultural perspectives to school curricula. However, these assumptions often lack differentiation and they run the risk of constructing a homogenous group of ‘immigrant teachers’ by positioning ‘them’ as ‘other’ teachers and as experts for intercultural issues, while the complexity of experiences and the facets of professionalism are being overlooked (Santoro, 2013).
The study that shall be presented, addresses this lack of differentiation for the case of the German-speaking part of Switzerland. Pursuing a qualitative methodological approach, it gives answers to the following questions:
- What kind of experiences with difference and belonging do teachers of the second immigrant generation make - in the course of their biographies as well as in the course of their becoming and being a teacher?
- How do they deal with these experiences?
- How are their professional ways of dealing with difference and belonging related to their biographical experiences and ways of dealing with these experiences?
Barth, F. (1969). Introduction. In F. Barth (Ed.), Ethnic Groups and Boundaries: The Social Organization of Culture Difference (pp. 9-38). London: Allen & Unwin. Bourdieu, P. (1983). Ökonomisches Kapital, kulturelles Kapital, soziales Kapital. In R. Kreckel (Ed.), Soziale Ungleichheiten (pp. 183-198). Göttingen: Otto Schwartz & Co. Crenshaw, K. (1991). Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color. Stanford Law Review, 43(6), 1241-1299. Glaser, B. G. (1978). Theoretical Sensitivity. Advances in the Methodology of Grounded Theory. Mill Valley: The Sociology Press. Glaser, B. G., & Strauss, A. L. (1998 ). Grounded Theory. Strategien qualitativer Forschung [engl. Orig.: The Discovery of Grounded Theory]. Bern: Verlag Hans Huber. Rosenthal, G. (1995). Erlebte und erzählte Lebensgeschichte. Gestalt und Struktur biographischer Selbstbeschreibungen. Frankfurt/Main: Campus. Santoro, N. (2013). The drive to diversify the teaching profession: narrow assumptions, hidden complexities. Race Ethnicity and Education, 1-19. Schütze, F. (1983). Biographieforschung und narratives Interview. Neue Praxis, 13(3), 283-293. Walgenbach, K. (2011). Intersektionalität als Analyseparadigma kultureller und sozialer Ungleichheiten. In J. Bilstein, J. Ecarius & E. Keiner (Eds.), Kulturelle Differenzen und Globalisierung. Wiesbaden: VS Verlag für Sozialwissenschaften. Weber, M. (1921-1922). Wirtschaft und Gesellschaft. Tübingen: J.C.B. Mohr (Paul Siebeck). Wimmer, A. (2013). Ethnic boundary making. Oxford: Oxford University Press.
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