The development of intercultural pedagogy and its influences on primary schools: conclusions and perspectives

Peer cultural socialisation: a resource for minority students’ cultural identity, life satisfaction, and school values

“…Cultural identity interventions in school have shown that students who explored their identity have higher self-esteem and do better in school one year later (Umaña-Taylor et al 2017). Importantly, addressing cultural labels may illustrate the existing cultural heterogeneity and bring experiences of cultural inclusion or exclusion to the foreground of explaining educational disparities (Hüpping and Büker 2014).…”

“…In 1996, the Ministers of Education of the German federal states formally incorporated intercultural learning into the school curricula (Faas 2008). A recent shift towards diversity pedagogy has added to ongoing efforts to formally address cultural diversity as the norm in German classrooms (Hüpping and Büker 2014). In this study, we investigate how the more informal transmission of cultural values, beliefs, and behaviours through peers can relate to cultural minority youth' cultural identity and adjustment.…”

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

“…This analysis reiterates the perceived normality of a segregated school system and the (re)production of exclusionary norms perpetuated therein. Schools are heralded as key institutions fostering the integration and acculturation of children with migration backgrounds (Baysu and de Valk, 2012; Makarova and Birman, 2015), yet they are also institutions structured on the inequitable foundation of meritocracy, which works to the detriment of the very children of whom integration and acculturation are expected (Hüpping and Büker, 2014). For the individuals in this study, Gymnasium was a place that was strived for with the aim of achieving academic success, and though such success was reached, the psychosocial cost was sometimes high.…”

“…Following a critical race theory (CRT) perspective, racism is pervasive and systemic, meaning that research challenging social inequity should investigate not just the quantifiable outcomes of allegedly meritocratic systems, but also the norms and structures upholding them (Gillborn, 2008). Yet, the ways in which a normative middle-class, white identity is reiterated within German university-track schools, and how such norms shape the experiences of ethnic minority students, has remained largely uninvestigated (Hu¨pping and Bu¨ker, 2014). Using semistructured interviews, we aim to fill this gap by examining the lived experiences of Turkish heritage young adults who attended Gymnasium, the university-track school, in multiple regions across Germany.…”