31 SES 09 A, Transnational and Translingual Social Practices in Educational Contexts. Discourse and Practice in Research, Politics and Institutions
This presentation examines how (language) self-positioning practices on school websites of mainstream and substitute schools address or promote transnational social practices of their students. By definition, transnationalization is a process that develops across national policies and control instruments at the micro level of individual actors or the meso level of institutions (Adick 2008, Pries 2010). Consequently, unlike state integration or migration policy, there can be no direct transnationalization policy. School, on the other hand, is state-controlled, historically tied to the justification and preservation of the nation since its introduction (Adick 2005). Nation-state and thus nation-language oriented, transnationalization is not a traditional field of discussion in the school sector (Küppers et al. 2016) and social practices that transcend nation-state borders are rarely reflected in German mainstream schools. School profiles that recognise and promote transnational educational biographies are very uncommon. Here, transnational networks and aspirations are supported, which corresponds to the principle of transnationalization "from above" (Guarnizo & Smith 2002, 4f.), i.e. expanding privileges and thus, desirable in educational policy. On the other hand, less privileged transnational migrants experience systematic disadvantage (Carnicer & Fürstenau 2019). In this paper we will show the results of a study on the presentation of the institutional handling of transnational lifestyles by schools. We assume that the self-representation of schools can be seen as a positioning performance in the social and transnational conditional structure. We therefore ask whether aspects of transnationalization are presented as profile-forming characteristics of school(s) in the framework of their web presentation and, if so, in what way? To answer this question, the online presence of all schools in Frankfurt on the main was analysed as part of a current research project. The data were analysed using qualitative content analysis (Mayring 2010) via deductive-inductive category formation. The categories were oriented towards the theoretical framework of migration as risk, resource or normality (Carnicer & Fürstenau 2019, Panagiotopoulou 2020) and the (educational policy) strategies for dealing with multilingualism (Niedrig 2002). The findings show that with increasing distance from the German mainstream system, more space is created for transnational practices in educational institutions. These institutions, increasingly in private ownership, explicitly ascribe to themselves the competence to educate members of disadvantaged social groups in a non-discriminatory environment, taking into account their group-specific migration experiences. This article presents these transnational and translingual educational programmes and discusses the respective strategies against the background of methodological challenges.
Adick, C. (2005). Transnationalisierung als Herausforderung für die International und Interkulturell Vergleichende Erziehungswissenschaft. In Tertium Comparationis 11(2). 243-269. Carnicer, J. & Fürstenau, S. (2019). Transnational Education: a Concept for Institutional and Individual Perspectives. Diskurs Kindheits- und Jugendforschung, 14 (4), 385-389. Gogolin, I. & Pries, L. (2004). Stichwort: Transmigration und Bildung. In Zeitschrift für Erziehungswissenschaft 7(1), 5–19. Guarnizo, L.E. & Smith, M.P. (2002). The Locations of Transnationalism. In Guarnizo, L.E & Smith, M.P. (Eg.) Transnationalism from below. Transaction, 3–34. Küppers, A., Pusch, B. & Uyan S. (2016). Bildung in transnationalen Räumen: Education in transnational spaces, Springer. Mayring, P. (2010). Qualitative Inhaltsanalyse. In Mey, G. & Mruck, K. (Eds.), Handbuch Qualitative Forschung in der Psychologie, Springer, 601–613. Niedrig, H. (2002). Strategien des Umgangs mit sprachlicher Vielfalt – Analyse bildungspolitischer und konzeptioneller Ansätze. Tertium comparationis, 8, 1–13. Panagiotopoulou, J. A., Rosen, L. & Strzykala, J. (2020): Inclusion, Education, and Translanguaging: How to Promote Social Justice in (Teacher) Education? Springer. Pries, L. (2010). Transnationalisierung. Theorie und Empirie grenzüberschreitender Vergesellschaftung. Wiesbaden: VS. Putjata, G. (2019). Language in transnational education trajectories between the Soviet Union, Israel and Germany. Participatory research with children. In Diskurs Kindheits- und Jugendforschung, 234-250.
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