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Kulturen im Dialog IV - Culture in Dialogo IV - Cultures in Dialogue IV

Viertes JungakademikerInnen-Forum in Südtirol. Quarto Forum per Neolaureati in Alto Adige. Fourth Forum for Young Graduates in South Tyrol


Annemarie Profanter

JungakademikerInnen unterschiedlicher Fachgebiete haben sich mit der Idee den interdisziplinären sowie interkulturellen wissenschaftlichen Dialog zu fördern ans Werk gemacht und setzen sich in ihren Beiträgen mit internationalen Fragen beziehungsweise regionalen Themen auseinander.

Neolaureati di diverse facoltà con l’idea di promuovere il dialogo interdisciplinare come anche quello scientifico interculturale si sono dati da fare e trattano nelle loro opere questioni internazionali ossia temi regionali.

In an aim to promote an interdisciplinary and intercultural scientific dialog young graduates of diverse disciplines have tackled the task of intensive investigation into "cultures in dialogue". In their contributions they deal with questions about international and regional issues.

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Benachteiligung im Bildungswesen. Soziologische Erklärungsmodelle herkunftsbedingter Bildungsungleichheit (Isabell Pardeller)


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Isabell Pardeller

Benachteiligung im Bildungswesen. Soziologische Erklärungsmodelle herkunftsbedingter Bildungsungleichheit

Abstract Nowadays education empowers people to participate in society. However studies show a significant connection between social background and participation in education and an unequal access to educational opportunities. Sociological models try to explain causes of background related disadvantage with the aim to find solutions. In this article two sociological explanatory models are explained and compared to find similarities and differences. First Pierre Bourdieu’s model of sociocultural reproduction of background- related inequality. He shows that different classes of society have different chances to get access to University in France. For him the reasons for inequality are the unequal distribution of cultural capital in the families and the school, which ignores the heterogeneity of the pupils. The second is Mechthild Gomolla’s and Frank-Olaf Radtke’s model of institutional discrimination. They analyze the different transitions in primary schools in Bielefeld in Germany and show that migrants are discriminated against. For them the primary reasons for inequality lie in the mechanisms of institutional discrimination. Both models underline the importance of the school and insist on a reform of this institution. The issue of the unequal access to educational opportunities in the migration society must be solved to guarantee participation and integration. So it is important to make the educational institutions and the society aware of the existing inequalities, to criticize these conditions and to strive for a fair distribution of access to education.

1. Herkunftsbedingte...

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