11 SES 17, Leaving School: Impacts of social categories and power relations in reconstruction of educational biographies of adolescents in Iceland and Germany
The focus of this subproject is the biographical school experiences of eleven adolescents who are claimed to have a so-called "migration background". The adolescents are graduates of Lower Saxony secondary schools (Germany). At the time of the interviews (summer 2017) they were between 16 and 18 years old. They do not have an own migration experience and have therefore attended school only in Germany. Theoretical references and methods The school is here not only understood as a place for knowledge transfer according to the school syllabus. It is also a power and normalization place, where students become acquainted with the given social and institutional order (Rieger-Ladich/Grabau 2014; Mecheril/Shure 2018). Based on Butler's subjection theory (2001/2013) and the reception of her work in Germany (especially Rose 2012), it is assumed that "we can understand schooling as precisely one salient mode of productive power" (Butler 2014: 177), where norms and orders (gender relations and nation-ethno-cultural conditions) not only want to communicate who we are and what we call ourselves (Butler 2014: 178), but also influence subject formation processes. Butler points out that "to be a recognizable subject within the classroom, and by extension the school, a child must submit to a process of normalization" (ibid: 178). The project reconstructs normalization processes and subject positioning experiences in school and belongs to the field of educational biographical research (Marotzki 2006). The data were collected using narrative biographical interviews (Schütze 1983) and analyzed though a sequential interpretive evaluation process. First results First research results point to diverse experiences of 'othering' that take place through the actions of significant others or the ways in which they address the adolescents. The data analysis reconstructs the different practices and techniques of otherness marking by teachers and classmates, such as in the transition from primary to secondary school or in subtle practices of interpellation during lessons. Results show that there are specific forms of recognition and misrecognition, as well as identification and misidentification based on physical characteristics or language, which lead to a discrepancy between the adolescents' self-perception and the interpellation by others.
Butler, Judith (2001/2013): Psyche der Macht: Das Subjekt der Unterwerfung. Frankfurt: Suhrkamp Butler, Judith (2014): Epilog. In B. Kleiner & N. Rose (Ed.), (Re-)Produktion von Ungleichheiten im Schulall-tag. Judith Butlers Konzept der Subjektivation in der erziehungswissenschaftlichen Forschung (pp. 181-187). Opladen: Barbara Budrich. Marotzki, Winfried (2006): Forschungsmethoden und -methodologie der Erziehungswissenschaftlichen Biogra-phieforschung. In: Krüger, Heinz-Hermann/Marotzki, Winfried (Hrsg.): Handbuch erziehungswissen-schaftliche Biografieforschung. Wiesbaden: VS, pp. 11-135. Shure, Saphira/Mecheril, Paul (2018): Schule als institutionell und interaktiv hervorgebrachter Raum. In: Dirim, Inci/Mecheril, Paul (Hrsg.): Heterogenität, Sprache(n), Bildung. Die Schule der Migrationsgesellschaft. Bad Heilbrunn: UTB. i.E. Rieger-Ladich, Markus/Grabau, Christian (2014): Schule als Disziplinierungs- und Machtraum. Eine Foucault- Lektüre. In: Hagedorn, J. (Ed.): Jugend, Schule und Identität. Selbstwerdung und Identitätskonstruktion im Kontext Schule. Wiesbaden: VS, pp. 63-79. Rose, Nadine (2012). Migration als Bildungsherausforderung. Subjektivierung und Diskriminierung im Spiegel von Migrationsbiographien. Bielefeld: transcript. Schütze, Fritz (1983): Biographieforschung und narratives Interview, in: Neue Praxis, 13(3), pp. 283-293.
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