In the wake of the ‘long summer of migration’ (Römhild, Schwanhäuser, zur Nieden & Yurdakul, 2018) respectively ‘the short summer of mercy’ (Mecheril, 2020) in 2015, there has been an increase in educational and social science research on forced migration in Germany and Austria – refugee studies are being described as "on the rise" (Behrensen & Westphal, 2019, p. 3). Until then, there had only been isolated studies (see the pioneering work of Seukwa, 2006 and Neumann, Niedrig, Schroeder & Seukwa, 2003), even though forced migration and in particular newly arrived and refugee students have had been by no means 'new' to the German and other European education systems (Bunar, 2018, p. 1). Nevertheless, there are still desiderata existing; in particular, "neglected topics" of refugee studies as well as a one-sided narrow focus on "refugees capable of integration" (Schroeder, Seukwa & Wagner 2019, p. 27) are critically identified and discussed.
With our contribution, we take up the (self-)critical reflection of the post-2015 strengthening and perhaps already declining of research on flight in educational science. In particular, we focus on the following aspect: access to the research field often goes hand in hand with cooperation with actors or institutions that represent an intersection with migration regimes (Pott, Rass & Wolff, 2018). We critically question the extent to which educational migration research benefits from the 'being managed' of displaced persons (Fißmer, Rosen & tom Dieck, submitted). Nevertheless, as researchers we dependent on the cooperation with gate-keepers, also in terms of research pragmatics.
In our contribution, we discuss on the basis of two research projects how this frames or influences the field research access, but subsequently also the process of producing data and findings. Consequently, we argue for finding forms of reflexive engagement that take this into account not only for one's own research process, but also for methodological perspectives of the discipline (Bach, Narawitz, Schroeder, Thielen & Thönneßen, 2021).

Our contribution is based on a meta-methodological synopsis of two qualitative research projects in the context of forced migration. Apart from the similarities in the methodological approach, there is a central difference in the format of the research: the first project is basic research, the second project is scientific accompanying research. The first project is a study based on grounded theory as a research approach (Strauss & Corbin, 1996). Seventeen narrative-oriented interviews (Küsters, 2009; Witzel, 2000) with former students were conducted in the context of school attendance in Austria and Germany. All of them had started their school careers in other places in the world and were enrolled in the school system at a juvenile age due to (forced) migration. They vary in gender, languages of origin and other data, but they all have in common that they still had to acquire German as the only legitimate school language. Originally, the interview partners were to be acquired outside of institutions, but since it was not possible to find interview partners, the path via institutions that follow school attendance had to be taken. Thus, data was collected on four different institutions in both nation-state contexts. The second project is the accompanying scientific research based on the Grounded Theory Methodology (Charmaz, 2014) for a service learning seminar that was piloted for the first time in the winter semester 2018/19. The seminar is organised in cooperation with a volunteer agency and aims to closely link theory and practice of intercultural education in the context of voluntary work. Therefore, the university students enter into a tandem relationship with a refugee and meet on three days for joint leisure activities. In the accompanying scientific research, we conducted semi-structured problem-centered interviews (Witzel, 2000) to focus on the one hand on the students' perception and evaluation of the seminar and of the so-called ‘arrival partnerships’ as well as the assessment of their own learning process. On the other hand, we are interested in the university students' perceptions of flight, the asylum regime and the living conditions of refugees in Germany, as well as in the reconstructions of their experiences, which they, but also other actors in long- and short-term tandem programmes, participating actors with a history of flight and pedagogical professionals gather in the accompaniment and coordination of volunteer work with refugees.

With our contribution we vary from the conventional academic lecturing style by not or not exclusively talking about our research findings, but about our own research practice. In doing so, we reflect on our own involvement in power relations, on our positioning in a specific, socio-cultural space and time, and on the associated limits, but also possibilities, of gaining knowledge under the condition of (forced) migration regime. Drawing on the concept of 'situated knowledge' developed by Donna Haraway from gender and postcolonial studies, we discuss field note writing as a method of documenting our markings and engaging with what she has pointed out, namely that “[K]nowledge from the point of view of the unmarked is truly fantastic, distorted, and irrational” (Haraway, 1991, p. 587).

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