Ausgabe 1/2016, 22. Jahrgang S. 59–72
Marginalisierung durch Homogenisierung: Die migrationsgesellschaftlich ‚Anderen‘ im pädagogischen Diskurs der universitären Lehramtsausbildung
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University teacher training is being focused in this article. An exemplary case study, taken from a larger empirical study on meaningful experiences gained by students in their academic education, may show how practices of discrimination in schools and university become effective in everyday educational processes. The design of the study, conducted from a racism sensitive point of view, helps to illuminate practices of homogenization concerning the students once they are being reduced to ‘people with migrant backgrounds’. The findings also show how this experience can affect their process of professionalization as teachers.