Studienbiographien ,mit Migrationshintergrund‘? Kritische Anmerkungen zu Praktiken der Besonderung in der universitären Praxis

Abstract

Studienbiographien ,mit Migrationshintergrund'? Kritische Anmerkungen zu Praktiken der Besonderung in der universitären Praxis Student biographies with a ‚migration background'?Critical remarks on practices of othering in higher education Abstract Dieser Beitrag beschäftigt sich mit der Adressierung von Studierenden in der hochschulischen Praxis in Migrationsgesellschaften und geht der Frage nach, welche Wissensformen der Adressierung von Studierenden ‚mit Migrationshintergrund' zugrunde liegen. Am Beispiel von kompensatorischen Förder-und Unterstützungsangeboten sowie Interaktionssituationen in Lehrveranstaltungen werden Praktiken der Besonderung im universitären Alltag analysiert. Auf der Basis zweier empirischer Forschungsprojekte werden Erkenntnismöglichkeiten eines biographieorientierten Zugangs in der Studierendenforschung sowie mögliche Konsequenzen für die pädagogische Praxis des Umgangs mit ‚Differenz' an Hochschulen diskutiert.

Reflecting Lingualities and Positionalities for a Changing Education System

“…Family language policy, their experiences with Heritage Language Instruction, and, partly, their experiences with translingual lifeworlds are shared elements of their biographical knowledge of multilingualism. With Schwendowius and Thoma (2016), we suggest that it is important for teacher educators to acknowledge these elements as funds of knowledge (Moll et al 1992). The translingual lifeworld that BDS28 describes is rich, multi-faceted and full of informal learning: linguistic and metalinguistic learning, the experience of solidarity, finding strategies for dealing with the experience of racism, and the development of a respectful empathy for all "others".…”

Critical Reflexivity: Theoretical Considerations on Subjection and Postcoloniality for Teacher Education

“…In the case of schools, this includes the emancipatory potential of irritating institutioncentered perspectives on students' biographies (see also Dabach & Fones, 2016) and carries the danger of occupying and/or instrumentalizing individuals' experiences pedagogically -which can be hurtful especially regarding explicitly vulnerable students in the context of (forced) migration. To what extent the use of biographical knowledge can consolidate or unsettle power relations in schools and pedagogical interactions thus depends on who refers to 'biography', in what way and which situation, and how this knowledge is deployed (see Schwendowius & Thoma, 2016).…”

‘I don’t want to be pushed into an islamic school’: biography and raciolinguistic ideologies in education

“…Biographical approaches have been widely used to understand processes and conditions of educational inequality, focusing on different categories of social differentiation, such as migration (Schwendowius and Thoma 2016) and gender (Merrill 1999). Using biographical accounts as data, researchers have been able to show how processes of inclusion or exclusion are produced in educational institutions and how dimensions of belonging shift across the life course.…”