Tertium Comparationis: Issue 1/2024, 30. Volume „ich bin wirklich wieder zur Türkin ... geworden“ – berufsbiographische Perspektiven (angehender) pädagogischer Professioneller auf das Social Boundary (Un)Making im transnationalen Bildungsraum Deutscher Auslandsschulen

German education policy assumes that teachers acquire intercultural competences by working at a German school abroad. This is consistent with the belief that stays abroad almost automatically lead to professionalisation processes in the field of migration education. Based on this expectation and the theoretical framing of German schools abroad as transnational educational spaces, we explore the significance that (prospective) teachers and school leaders attach to their professional experience at a German school in Turkey. To achieve this, we conducted grounded theory analyses (Charmaz, 2014) on biographically and narratively oriented interviews with (prospective) educational professionals who are addressed and othered with the label 'Turkish migration background' during their service abroad and also in everyday school life in Germany. The discussion considers the theory of social boundary-making processes (Wimmer, 2013). This theory has been useful in analyzing biographical interviews with teachers of colour, minority teachers, and indigenous teachers (see Mantel, 2020).

Keywords
German schools abroad, educational transnationalisation and migration research, biographical research, minority teachers, teachers of colour