This paper outlines the research approach of autoethnography and its potential for teacher education and research. First, a historical overview is given of the predecessors and the international context in which autoethnography has emerged. Then three important currents are delineated, with the focus on evocative autoethnography, which breaks most radically with traditional approaches of cultural anthropology and social science. Finally, it is discussed in which ways autoethnography may provide new perspectives for teacher education and research.
This article builds on a postcolonial critique of contemporary discourses and politics of diversity management in Germany. It traces the colonial legacy of this form of governing migration and analyses it as a new articulation of racism. Upon critically discussing liberal theories of multiculturalism as well as concrete discourses and policies in Germany the article ends with claims to alternative academic as well as political practices that build on a postcolonial critique.
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