Regimes of belonging - schools - migrations : teaching in (trans)national constellations

This edited volume aims to critically discuss in how far the national orientation of schools and teacher education is appropriate in light of increasing migration and transnationality. The contributions offer ideas from teacher education research and school pedagogical practice in different nation-state contexts such as Austria, Canada, Chile, Greece, Israel, Japan, Switzerland, Turkey, the UK, and the USA. They ask which empirical and theoretical approaches are suitable for describing the phenomena of pedagogical-professional dealings with migration-related and transnational demands on schools. In raising this question, they do not reduce the analytical focus on migrants, their migration paths, actions or attitudes. Instead, the authors analyse the global interconnectedness and entanglements - each embedded in their specific national and global societal power structures and hierarchical relationships - and the country-specific and transnational structures and contextual conditions of schools and teacher education. The editors Lydia Heidrich is a research assistant and PhD candidate at the Faculty of Pedagogy and Educational Sciences at the University of Bremen, Germany. Dr. Yasemin Karakaşoğlu is a Professor at the Faculty of Pedagogy and Educational Sciences at the University of Bremen, Germany. Dr. Paul Mecheril is a Professor at the Faculty of Education at Bielefeld University, Germany. Dr. Saphira Shure is a research assistant at the Faculty of Education at Bielefeld University, Germany Preface Contents Schools and Teacher Education Challenged by Transnational Constellations. An Introduction Abstract 1 Opening Remarks 2 Nation-State and Belonging 3 Migration and the Nation-State – Questions of Borders and Belonging 4 Transnational Perspectives 5 Teaching in Transnational Constellations Within Nation-States 6 Professional Pedagogical Actions in Transnational Constellations 7 Concept and Structure of the Volume References I Migration, Transnationalities and Regimes of Belongings Countering the Trivialisation of Violence: Postcolonial Critique and the Contours of an Ethical Pedagogy Abstract 1 Introduction 2 General Pedagogy 3 School as an Ideological State Apparatus 4 Ethical Pedagogy in the Light of Adorno and Spivak 5 Closing Remark References Is There a Transnational Right to Self-Determination? Thoughts on an Ethics of Movement Abstract 1 Introduction 2 Three Arguments for a Transnational Right to Self-Determination Based on an Ethics of Movement 3 Conclusion References Subjectification, the Politics of Recognition and Identities in(Trans)National Classrooms Abstract 1 Implicit Othering in the (Trans)National Classroom 2 Misrecognition of Muslim Girls: Tensions Between Subjectification and Recognition of Identity 3 Conclusion References Dynamic Identities and Varying Belongings: Migration, Transnationalism and Education Abstract 1 Introduction 2 Identities and Belongings in Sociological Perspective 3 Shifting Identities and Belongings and Super-Diversity 4 Shifting Identities and Belongings as Challenges for the German Education System 5 Conclusion References II Education in Transnational Constellations The Colour of Schooling: Whiteness and the Mainstreaming of Racism Abstract 1 Thinking Critically About Race 2 Racism in the Everyday World of Schools 3 Whiteness and White People 4 From Colour-Blind to Colour Evasion and Racism Denial 5 White People: Not just Another Ethnic Group 6 Europe and the Mainstreaming of Race Hatred 7 Conclusions References Education and Integration: Some Secular and Religious Considerations Abstract 1 Introductory Remarks 2 The ‘Secular’ as a Cultural Dependent Category 3 Secularization and ‘Integration’ 4 Concluding Remarks References Schools as the Terrain for Struggles Over Hegemony Abstract 1 Introduction 2 Gramsci’s Concept of the Integral State 3 School as a Terrain for Struggles Over Hegemony 4 Unequally Distributed Opportunities to Become Involved in the Social Debate: Hamburg’s School Reform 5 School Micro-Practices as Practices of Rule: The Common Sense of German as a School Language 6 Conclusion References Social Orders and the Political Dimension of Literacy Abstract 1 Introduction 2 Literacy and Relationality 3 Hegemony in the Migration Society 4 The Political Dimension of Literacies in the Migration Society 5 A Political Literacy for the Migration Society References Great Transition and World Collective: Global Citizenship Education as Education for Transformation Within School Abstract 1 Preliminary Remarks 2 The Great Transition and Options for Transformation Within the World Collective 2.1 In Which Kind of World Do We Live and in What Way is This a Feasible Frame for Transformation? 2.2 In Which Kind of World Do We Want to Live and What Options Do We Follow in Terms of Transformation? 2.3 Tension of Cognitive Expectations and Legitimated Hope Within the World Collective 3 Education for Transformation and Transformative Education 3.1 What Kind of Learning Offers Transformative Chances Appropriate for Dealing with the Challenges of Today? 3.2 What Kind of Transformative Education in Schools Offers Feasible Ways for a Sustainable Future for All? 4 Perspectives on Global Citizenship Education (GCED) References Education and Multi-Dimensional Belonging: The Significance of Organizational and Professional Practices Abstract 1 Introduction 2 Multi-Dimensional Milieus in a Heterogeneous Society 3 Teachers and Students as Part of the School Organization 4 A Professional Requirement: Case-Sensitive Interpretation of Students’ Practices 5 Outlook References The Discussion About Racism and Anti-Racism in Schools and Teacher Education in Germany: Some Short Remarks Abstract 1 Talking About Race in Germany 2 Discrimination, Racism, and the School in Germany 3 What About Teacher Education? 4 Pedagogy, Societal Change... 5 ... and the role of educational research References Transnationally Mobile Students and the ‘Grammar’ of Schooling Abstract 1 Introduction 2 Defining Transnational Mobility 2.1 Transnational Mobility as an Analytical Concept 2.2 Transnational Mobility as an Experience and Option – Empirical Approaches 3 The ‘Grammar’ of Schooling in the Light of Transnational Mobility 4 Outlook – Practical Implications of Transforming the ‘Grammar’ of Schooling References III Migration, Transnationalities and Schools in National Contexts Teachers in the Midst of a Global Financial Crisis: Mapping the Impact in the Case of Greece Abstract 1 Introduction 2 A Nation at Risk and Educational Reforms 3 Greece as a Case Study: Results 3.1 Funding Problems 3.2 Uncertainty About Impending Assessment 3.3 Relationships at Work 3.4 Tantalising Bureaucracy 3.5 Impact on Student Community 3.6 Social and Personal Life of Teachers 3.7 In-Service Training 3.8 Trade Unions 4 Final Remarks References The Ambiguity of ‘Us’ Between Reality and Educational Policy in Japan Abstract 1 Introduction 2 Diversification of Japanese Society Through Migration 2.1 The Number of Foreign Residents in Japan 2.2 The Number of Children in Need of Japanese Language Support 2.3 ‘Japaneseness’ as Described in the National Course of Study, and Children with Foreign Roots 3 Education Policies for Children with Foreign Roots 4 Issues from the Perspective of Intercultural Education 5 Conclusion References Deconstructing the Dropout Factory: Redesigning Secondary Schools to Better Serve Immigrant Youth – Examples from the US Context Abstract 1 Introduction 2 Factory Model and the Relevance of Dropout Statistics 3 School Success and New Immigrant Youth in the US and Europe 4 Inherent Dilemma of Secondary School Design 5 Addressing the Core Dilemmas: Alternatives to the Factory Model 6 Conclusion References Deconstructing Race: Prerequisite to Belonging in US Society and Schools Abstract 1 Introduction 2 Race in the United States 3 Deconstructing Racial Identities 4 Examples of Positive Identity Work in Schools 5 Heightening the Sense of Belonging References Foreign Students in the Nationalist-Homogenizing Schools of a Neoliberal and Unequal Society: The Case of Chile Abstract 1 Introduction 2 Migration to Chile in the Near Past 3 Some Notes on the Chilean Education System 4 Main Issues Faced by Foreign Students in Chilean Schools 5 Need for Reforms in the Chilean Teacher Training System with Respect to Acknowledgement of Changes in Society Through Migration References Teachers’ Constructions of Students’ Transnational Biographies: Analyses in German and US Schools Abstract 1 Introduction 2 A Transnational Approach to Qualitative Case Comparison 3 Transnational Biographies from the Perspective of Teachers – Empirical Insights 3.1 Hoover High School 3.2 Heinrich Böll Community School 4 Comparative Considerations 5 Conclusion and Outlook References Understanding Solidarity in Differently (Trans)National Settings: A Study of Europe-Oriented Schools in Germany Abstract 1 Introduction 2 Threefold Empirical Field: Solidarity, Mobilities and Education in Transnational Contexts 3 Conceptual Transgressions: “Transnationally-Embedded Youth” and Re-Imagined “Transnational Educational Spaces” 4 Methodological Approach: Beyond Container-Logic in Education Research 5 Conclusion References IV Teacher Training: Knowing How, Knowing That Teachers for Refugee Students in Turkey: Results of an Action Research on an In-Service Training Course Abstract 1 Introduction 2 Theoretical Framework 2.1 Cognitive Therapy 2.2 Transformative Learning Theory 2.3 Scaffolding the Programme: Narrative Learning and Schema Therapy Group Sessions 2.4 Basing the New programme’s Philosophy on Principles of Andragogy 3 Action Research as the Methodological Frame of the Study 4 Action and Research 5 Discussion of Results and Further Recommendations References Using Migrant Pupils’ Experiences in Teacher Training Abstract 1 Introduction 2 Reflexion as a Core Professional Competence of Teachers 3 Study Design 4 Experiences of Pupils Involved in Multiple and Multidirectional Migration 5 Conclusion References Symbolic Orders of a Society Shaped by Migration and Their Relevance for the (Re)Production of Racism in Pre-Service Teacher Training in Germany Abstract 1 Introduction 2 The Training Area of the Second Phase of Teacher Training 3 Migration Patterns and Their Relevance to Racism – Selected Examples with a Focus on Interviews with Teacher Educators 3.1 The Collection of Data and Its Analysis 3.2 The Ideal, Authorized Teachers and Their Language and Behaviour 3.2.1 The Language Dimension 3.2.2 The Behaviour Dimension 4 Conclusion References Questioning Cultural and Power Relations as well as Debates on Disability and Migration: Concepts for Contemporary Inclusive Teacher Education Abstract 1 Introduction 2 Special Pedagogies Legitimating ‘Othering’ and Discrimination in School: On the History of Pedagogies of Difference 3 Perspectives on Migration and Disability in Pedagogical Research that Criticise Culture and Power Relations 4 Perspectives on Disability and Migration that Criticise Contemporary Culture and Power Relations: Spaces for Reflection in Teacher Education? References Critical Reflexivity: Theoretical Considerations on Subjection and Postcoloniality for Teacher Education Abstract 1 Introduction 2 Perspectivations of Theories in Subjection 3 Perspectivations of Postcolonial Theory 4 Reflections on the Development of Critical Reflexivity in Teacher Education References Hopeful or Hopeless? Teacher Education in Turbulent Times Abstract 1 Introduction 2 Political and Social Climate in Britain 3 Teacher Education in England 4 Critical Race Theory and Whiteness 5 Narratives of Whiteness 6 Implications and the Way Forward References Teacher Education for Social Justice in the Canadian Context Abstract 1 The Canadian Context 2 A Note About Author Positioning 3 Research Question and Methodology 4 Theoretical Lens 5 Example from My Teacher Education Practice 6 Analysis and Discussion 7 Recommendations and Conclusion References Editors and Contributors This edited volume aims to critically discuss in how far the national orientation of schools and teacher education is appropriate in light of increasing migration and transnationality. The contributions offer ideas from teacher education research and school pedagogical practice in different nation-state contexts such as Austria, Canada, Chile, Greece, Israel, Japan, Switzerland, Turkey, the UK, and the USA. They ask which empirical and theoretical approaches are suitable for describing the phenomena of pedagogical-professional dealings with migration-related and transnational demands on schools. In raising this question, they do not reduce the analytical focus on migrants, their migration paths, actions or attitudes. Instead, the authors analyse the global interconnectedness and entanglements - each embedded in their specific national and global societal power structures and hierarchical relationships - and the country-specific and transnational structures and contextual conditions of schools and teacher education. The editors Lydia Heidrich is a research assistant and PhD candidate at the Faculty of Pedagogy and Educational Sciences at the University of Bremen, Germany. Dr. Yasemin Karakaşoğlu is a Professor at the Faculty of Pedagogy and Educational Sciences at the University of Bremen, Germany. Dr. Paul Mecheril is a Professor at the Faculty of Education at Bielefeld University, Germany. Dr. Saphira Shure is a research assistant at the Faculty of Education at Bielefeld University, Germany