Erziehungs- und Bildungswissenschaften



qualitative research study

Qualitative-Interpretative Examination of Practices of Thematisation in Migration Societies Found in Relevant Reference Texts in Teacher Training

In Phase I the project team analyzes exemplary administrative and pedagogic policy papers as well as curricula used in teacher training programs both on the federal and on the level of German Federal Lands (Bremen, Northrhine-Westfalia, Saxony and Lower Saxony). The main aim of the thorough investigation of these documents was to analyse whether and how these documents reflect currently established ideas on the relevance of migration as a pedagogical challenge. The methodological approach was a qualitative one with a hermeneutical analysis of the discursive patterns which generate communicative practices of referring to migration and related (i.e. interculturality, racism, cultural plurality …) phenomena in the relevant documents. With this, we aim to analyse how migration as a core dimension that challenges the national centred self-concept of the school system is addressed in institutionally relevant pedagogic concepts and texts. 

Presentations and Publications

  • A policy brief (edited by the Mercator Foundation) on the core-results of the qualitative study “Did the Teacher Training arrive in the Migration Society: Foundations of Teacher Training under Scrutiny”, September 2017.
  • Workshop “Did the Teacher Training arrive in the Migration Society: Foundations of Teacher Training under Scrutiny”, with experts from education administration, unions, science, and schools at the Mercator-Centre in Berlin ( 06.09.2017).
  • A paper presented at the annual conference of the DGfE-Commission on teacher training and research of professionalism (Solothurn/Swiss: 06.09. - 08.09.2017) on: Zur Semantik von Modulbeschreibungen in der Lehrer*innenbildung als Praktik(en) der (Re-)Präsentation und (Ko-)Konstruktion von migrationsgesellschaftlich relevantem ´Wissen` [To the Semantics of the Module Descriptions in Teacher Training as Practices of the Presentation and (Co)construction of `Knowledge´” that is Considered as Relevant in Migration Societies”] 
  • Doğmuş, A./Karakaşoğlu, Y./Mecheril, P./Shure, S. (2018): Die Lehrerinnen- und Lehrerbildung der Migrationsgesellschaft im Spiegel von Modulbeschreibungen. Eine qualitativ-empirsche Analyse. In: Julia Kosinár, Tobias Leonhard, Christian Reintjes (Hrsg.): Praktiken und Orientierungen in der Lehrerinnen- und Lehrerbildung. Verlag Julius Klinkhardt.
  • Karakaşoğlu, Y./Mecheril, P. (2019): Pädagogisches Können. Grundsätzliche Überlegungen zu LehrerInnenbildung in der Migrationsgesellschaft. In: Doreen Cerny & Manfred Oberlechner: Das Professionsfeld Schule in der Migrationsgesellschaft. Barbara Budrich Verlag

Contact

Contact Person: Dennis Barasi

 

Room: GW2 1.240

 

phone: 0049 - 421 218-69129

E-mail: barasi@uni-bremen.de

News

The exhibition entitled "Courageous Women: Women's and Gender Studies in Turkey's Academia"can be obtained free of charge to display at other venues and downloaded here.

 

Yasemin Karakaşoğlu and Paul Mecheril in "Das Staatsangehörigkeitsgesetz ist unwürdig, sagen Yasemin Karakaşoğlu und Paul Mecheril" (taz-article from 6-27-2019)

 

Yasemin Karakaşoğlu comments on the ongoing discussion on English-lessons in primary schools in Northrhine-Westfalia in the online-newspaper Migazin