Muslimization – “Othering” Experiences of Students in Academic Teacher Programs

Karakaşoğlu, Yasemin; Doğmuş, Aysun

doi:10.1007/978-94-6300-663-7_7

Cited by 8 publications

(10 citation statements)

References 7 publications

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Section: Literature Reviewmentioning

confidence: 99%

A Fast Track course for newly arrived immigrant teachers in Sweden

Economou

2020

Teaching Education

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The Swedish welfare state has social protection policies focusing on labour market participation. Initiatives have been introduced after the increase of asylum seekers in 2015, focusing on so-called 'fast tracks'. In this paper I consider one of these fast track courses aimed at newly arrived teachers wishing to continue their teaching career in Sweden. Based on interviews and observational data I have followed one cohort throughout their course. The research aims for an understanding of the teachers' experiences from their own perspective as well as from the stakeholders'. The theoretical framework is mainly taken from the concepts of the capital market introduced by Bourdieu. In light of the findings, while the education the participants receive may be useful in order to understand the educational system, many are disappointed to find that fast track courses do not give them a clear advantage in terms of finding a faster way into the Swedish labour market. In addition, there are tendencies for local teacher communities to devalue the qualifications of this group. Generally, the emphasis on 'fast tracks' may ignore the need of individuals to complete formal Swedish education and to navigate complex processes of nationally set standards of professional requirements, which impede a fast integration process.

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Section: Literature Reviewmentioning

confidence: 99%

A Fast Track course for newly arrived immigrant teachers in Sweden

Economou

2020

Teaching Education

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“…We therefore agree with other researchers (Flintoff et al, 2008 ; Azzarito, 2009 ; van Doodewaard and Knoppers, 2016 ) who have long argued that PE teachers should be self-reflective and informed about intersecting discourses on gender and race in sports and their consequences. What is needed, therefore, is a professionalization of PE teachers in which topics such as intersectionality, racism, and the aftermath of colonialism in the present are addressed (Karakaşoğlu and Doğmuş, 2016 ; Mecheril, 2018 ). Discussing these issues can help teachers deal self-reflectively with their own perceptions of others and reflect on the social conditions for creating stereotyped, racist, and sexist images (e.g., via media representations).…”

Section: Discussionmentioning

confidence: 99%

“…Discussing these issues can help teachers deal self-reflectively with their own perceptions of others and reflect on the social conditions for creating stereotyped, racist, and sexist images (e.g., via media representations). An essential task here is to recognize and consider the plurality of educational biographies in migration societies and, at the same time, to reflect on and avoid stereotypical and stigmatizing attributions (Karakaşoğlu and Doğmuş, 2016 ; Mecheril, 2018 ). However, (prospective) PE teachers in Germany have so far barely been sensitized to (power) positions and colonially based dominance relations.…”

Section: Discussionmentioning

confidence: 99%

Intersections of Forced Migration and Gender in Physical Education

Bartsch

Rulofs

2020

Front. Sociol.

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Rising refugee movements have affected global society in general and the social system of sports in particular. The main structures and discourses of the sports system are also reflected in physical education (PE) at schools, which can, therefore, be regarded as an integral part of it. PE can play a significant role in the sports biographies of young people from refugee backgrounds. It is the only organizational framework of sports that all children and adolescents experience, and for many young people from refugee backgrounds it is the first and sometimes the only context in which they come into contact with sports in the host country. Consequently, PE teachers have a special opportunity to support students from refugee backgrounds in discovering their sports-related interests and to encourage them to deepen these interests outside school. Research suggests that teachers interact with learners from refugee backgrounds with stereotypical expectations for how they should behave and act. These expectations are structured along genderspecific logics, with male persons from refugee backgrounds often being classified as violent and threatening and female individuals from refugee backgrounds as fragile and oppressed. Against this background, through an interview study with 31 PE teachers from schools in Germany, we investigate teachers' perspectives on young people from refugee backgrounds. Specifically, we examine which intertwined gendered and racialized patterns of perception and interpretation become apparent when PE teachers talk about this group of students. Constructivist, intersectional, and postcolonial approaches are used to analyze the interviews and answer the research questions. The analytical screening of the interviews reveals that gendered and racialized perceptions of threat and vulnerability dominate the teachers' mindsets. Four main patterns that follow these gendered and racialized thoughts can be detected in the data material: victimization and vulnerabilization, notions of threat and impulsivity, claims for assimilation and normalization, and demands for discipline. These perceptions can influence the developmental opportunities of students from refugee backgrounds and reduce their participation and involvement in school sports and out-of-school sports contexts. Based on these results, we discuss strategies that might support (future) teachers in breaking stereotypes and overcoming narrow perceptions of young people from refugee backgrounds.

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“…In previous studies of migrant teachers, some discussions have focused on the difficulties of integrating migrant teachers' qualifications and skills into national educational systems. Obstacles such as limited transferability of certificates, bureaucratic procedures regarding validation, and the discrimination and undervaluation of teachers' skills are debated in various studies (Cho 2016;Georgi 2016;Karakasoglu and Dogmus 2016;Ratkovic and Pietka-Nykaza 2016;Schneider and Schmidt 2016). However, the role of the migrant teacher in providing an opportunity for diversifying the teaching force has also been seen in more positive terms, where individual teachers are regarded as being able to contribute by acting as role models for migrant students -they take on the role of bridgebuilders between migrant parents and the school system or language translators (Georgi 2016; Schmidt and Janusch 2016).…”

Section: Previous Studiesmentioning

confidence: 99%

Migrant teachers and the negotiation of a (new) teaching identity

Ennerberg

Economou

2020

European Journal of Teacher Education

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Employment of newly arrived migrants can be seen as one of the key aspects to managing both national labour market needs and the inclusion of individuals in both work and society. In Sweden, efforts to manage recent migration-for example, from Syria-has resulted in various labour market 'fast tracks' that aim to facilitate labour market integration. In this article, we consider how individual migrants attempt to negotiate the new national demands of professional identity to become teachers in Sweden by following a Swedish introduction course to teaching. The study builds on qualitative interviews and fieldwork following two different cohorts of students.

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Muslimization – “Othering” Experiences of Students in Academic Teacher Programs

Cited by 8 publications

References 7 publications

A Fast Track course for newly arrived immigrant teachers in Sweden

A Fast Track course for newly arrived immigrant teachers in Sweden

Intersections of Forced Migration and Gender in Physical Education

Migrant teachers and the negotiation of a (new) teaching identity

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