Rassismus und Klassen-Raum. Segregation nach Herkunft an Berliner Grundschulen

Abstract

An Grundschulen in vormals migrantisch geprägten Stadtteilen, in denen aktuell Gentrifizierungsprozesse stattfinden, kommt es verstärkt zu Segregationen nach Herkunft, die sich entweder in Schulen mit sehr hohem Anteil migrantischer Schüler_innen oder in einer Schulklasseneinteilung nach Herkunft zeigen. Der vorliegende Artikel untersucht dieses Phänomen am Beispiel Berlin-Kreuzberg rassismustheoretisch, indem aktuelle Segregationen im Kontext historischer Praktiken der getrennten Beschulung (sog. Ausländerregelklassen) analysiert werden. Dabei wird deutlich, dass sich im Sinne eines postliberalen Rassismus die Linien, entlang derer Trennungen vorgenommen werden, flexibilisieren und mit der gegenwärtigen Diskussion um ‚bildungsferne Kinder’ eine Legitimierung der rassistischen Diskriminierung stattfindet.

“We don’t do that in Germany!” A critical race theory examination of Turkish heritage young adults’ school experiences

“…Historically, quota systems were used to maintain white, ethnically German classrooms segregated from classes with primarily immigrant children. Although such systems have been abolished (some as recently as the late 1990s), intentional segregation can still be found, with teachers and white German parents actively removing their students from classrooms with large numbers of non-white children (Karakayali and zur Nieden, 2013). In popular discourse, the term bildungsfern , or academically distant, describes families and the children of parents without higher degrees, and is often used as a synonym for individuals of Turkish or Arab heritage.…”

The role of schools in the de- and revalorization of stigmatized neighborhoods: The case of Berlin-Neukölln

“…It thus answers to the call to provide more insights into how race, ethnicity, and gentrification are related in the European context (Lees, 2016). Moreover, through its focus on schools as intense site of stigmatization, the article also contributes to the study of the role of schools in the gentrification process, in a context in which the school-system remains predominantly public (see, e.g., Eksner, 2013: Karakayalı & Zur Nieden, 2013. Lastly, based on research focusing mainly on one of the most stigmatized communities in Germany, immigrants and their families from Turkey, the article enriches the debate on the nexus between urban and racial politics in the German context.…”

“…On the side of the state, school stigma, just as territorial stigma in general, can justify state-led gentrification (Hackworth & Smith, 2001) by deeming it the only available way to encourage social mixing (Baur & Häussermann, 2009). With a few exceptions, the connection between schools and gentrification, however, remains underexplored in the context of a predominantly public-school system, such as there is in Germany (Eksner, 2013;Karakayalı & Zur Nieden, 2013).…”

“…Eksner (2013) explains how the labeling of certain inner-city schools in Berlin as "ghetto schools," devalues students' educational capital, contributing to their inability to find apprenticeships and employment after graduation. Hauptschule, but also other stigmatized schools, including primary schools (Dean, 2018;Karakayalı & Zur Nieden, 2013), thus stop to function as vehicles of social mobility and reproduce class domination (Collins, 2009). The idea that social mixing could solve the problem of middle-class avoidance is prominent in Germany (Farwick, 2001;Friedrichs & Blasius, 2000).…”

“…Hence, they become part of a marketplace in which they compete for students, among other things by lowering or overcoming the share of ethnic minorities (Dean, 2018, p. 2). Karakayalı and Zur Nieden (2013) in this context discuss how a primary school in the neighboring Kreuzberg allowed a group of ethnically German middle-class parents to lobby for sameclass registrations for all their children. In other cases, the school itself takes initiative by segregating children according to German language skills, explicitly to make the area attractive to the White middle-class.…”