07 SES 13 C, How to Defeat Embedded Exclusive Tradition in Education Systems: Can inclusion be a remedy for immigrants, refugees, and ethnic minorities?
In Austria, there is a long-lasting gap and tension between state’s policy of recognition and the integration in the political and social life based on the cultural or religious background. As it can be expected, education and educational institutions are important arenas where this tension exists and lead to some concrete results. The wide spreading fear and worries about immigrants and refugees in Austria is to find commonly in daily life including the media language, internet, public transport, social services, political arena, or election campaigns (Civil Courage and Anti-Racism Work, 2015). Especially, the refugee influxes from Muslim countries such as Syria and Afghanistan to Austria, the rise of the far-right party in recent years and the news reporting the crimes done by immigrants or refugees with a special focus on their background are only some of the reasons why integration and education of the newcomers as well as equity for them should matter. In this research, the overrepresentation of ethnic minorities and immigrants in special education schools in Austria is studied. As a country hosting various cultural backgrounds, the overrepresentation of pupils with migration background in special education referrals is experienced in Austria as well (Luciak & Biewer, 2011; Punzenberger & Unterwurzacher, 2009; Yildiz, 2012) and as Altrichter and Feyerer (2011) suggest, special education referrals are ambiguous and lack conformity and unity across nation. Among all pupils with migration background, pupils with Turkish and Ex-Yugoslavian background have a higher risk to be referred to special education in Austria (Luciak & Biewer, 2011; Punzenberger & Unterwurzacher, 2009). These both groups are considered as having low socio/economic status and education level. However, for the Austrian context, Bacher (2004) concluded that low achieving pupils’ failure in Austria cannot be attributed only to the education level of family or to socio-economic status. Unterwurzacher (2007) supports this idea by claiming socio-economic factors are not enough to explain the underachievement of pupils with Turkish background. This study tries to eliminate such linear explanations and contradictory research findings by observing the interaction of various contributions such as socio-demographic, socio-economic and educational factors; the special education referral process itself; attitude to diversity, migration and equity; the effect and attitude of teachers; regulations and laws with cautiousness to the effect of cultural and social variedness thanks to qualitative research with parents, teachers, school directors and special education experts.
Altrichter, H., & Feyerer, E. (2011). Auf dem Weg zu einem inklusiven Schulsystem? Die Umsetzung der UN-Konvention in Österreich aus der Sicht der Governance-Perspektive. Zeitschrift für Inklusion, 4. Retrieved from http://www.inklusiononline.net/index.php/inklusion/article/view/131/127\ Bacher, J. (2004). Forschungsanlage zu bildungsunleicheiten in Österreich. In B. Herzog- Punzenberger (Ed.).Bildungsbenachteiligung in Österreich und im internationalen vergleich. Wien: Österreichische Akademie der Wissenschaften. Retrieved from http://medienservicestelle.at/migration_bewegt/wp-content/uploads/2011/05/teiligung-in-Österreich.pdf Luciak M. & Biewer G. (2011). Equity and inclusive education in Austria. In A.J. Artiles, E.B. Kozleski & F.R. Waitoller (Eds.) Inclusive Education. examining equity on five continents (pp. 17-44). Cambridge: Harvard Education Press. Punzenberger, B. & Unterwurzacher, A. (2009). Migration, Interkulturalität , Mehrsprachigkeit. Erste Befunde für das österreichische Bildungswesen. In W. Specht. (Ed.). Kunst und Kultur Nationaler bildungsbericht Österreich 2009: Band 2. Fokussierte Analysen bildungspolitischer Schwerpunkthemen. Wien: Bundesministerium für Unterricht. Unterwurzacher, A. (2007). Ohne Schule bist du Niemand. In H. Weiss. (Ed.) Bildungsbiographien von Jugendlichen mit Migrationshintergrund. Wiesbaden: GWV. Yildiz, E. (2012). Umgang mit Migration Zwischen Diskriminierung und Anerkennung. In Ali- Pahlavi, Z. (Ed.) Gleichbehandlung : Anspruch und Wirklichkeit am Beispiel ethnischer Diskriminierung ; Tagungsband. Arbeiterkammer für Wien. Retrieved from http://media.arbeiterkammer.at/wien/PDF/studien/Tagungsband_Gleichbehandlung_2012.pdf
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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