Show Less
Restricted access

Transkulturelle Perspektiven in der Bildung – Transcultural Perspectives in Education

Series:

Edited By Gerd-Bodo von Carlsburg

Dieser Band dokumentiert eine Reihe von ausgewählten Beiträgen der XXII. Internationalen wissenschaftlichen Konferenz Bildungsreform und Lehrerausbildung zum Thema »Transkulturelle Perspektiven in der Bildung«, die vom Ministerium für Bildung und Wissenschaft der Republik Litauen und der Vilnenser Akademie für Bildungswissenschaften der Vytautas Magnus Universität in Kaunas (VDU) gemeinsam konzipiert und veranstaltet wurden. Im Fokus standen der Diskurs kulturwissenschaftlicher Bildungsforschung und der Austausch von Beispielen transkultureller pädagogischer Praxis in der Hochschul- und Schulbildung. Der Erwerb dieser interaktiven Kompetenzen in der kulturwissenschaftlichen Forschung ist Voraussetzung für die Bildung einer Identität, die den Herausforderungen unserer Gesellschaft im kommenden Jahrzehnt gerecht wird.

This volume presents a series of selected contributions from the XXIInd International Scientific Conference on The Reform of Education and Teacher’s Training dealing with the topic »Transcultural Perspectives in Education«, which was conceived and organized by the Ministry of Education and Science of the Republic of Lithuania together with the Vilnius Academy of Educational Science at Vytautas-Magnus-University in Kaunas (VDU). The focus of attention was the discourse on research in cultural studies and the exchange of examples of transcultural pedagogical practice in Higher and Secondary Education. The acquisition of interactive competencies in cultural research is a prerequisite for the formation of identity in order to meet the challenges our society will be facing in the coming decade.

Show Summary Details
Restricted access

Melanie Kuhn: Views about Parents with an ‘Immigration Background’ – Discursive Practices of Differentiation in Literature for Educational Professionals in Preschool and School

Views about Parents with an ‘Immigration Background’ – Discursive Practices of Differentiation in Literature for Educational Professionals in Preschool and School

Extract

Melanie Kuhn

Abstract: Based on a poststructuralist theoretical perspective, the present article reconstructs how parents with an immigration background are represented in praxis-oriented literature about working with parents in preschool and school. It will be shown from a professional theory standpoint that several pitfalls of the professionalization of educators and teachers in culturally diverse societies which have already been strongly problematized within the field of professional theories and pedagogy of migration, are also evident in this kind of literature.



Zusammenfassung: Unter einer poststrukturalistischen Theorieperspektive wird im vorliegenden Beitrag rekonstruiert, wie Eltern mit Migrationshintergrund in praxisorientierter Ratgeberliteratur zu Elternarbeit in Kindergarten und Schule repräsentiert werden. Ausgehend von professionstheoretischen Überlegungen wird herausgearbeitet, dass sich in dieser Literatur mehrere Fallstricke einer Professionalisierung von Erzieher*innen und Lehrer*innen in kulturell heterogenen Gesellschaften zeigen, die in den Feldern der Professionstheorien und der Migrationspädagogik bereits stark kritisiert wurden.

Keywords: Poststructuralist theoretical perspectiveimmigrationprofessionalizationculturally diverse societiespedagogy of migration

In current German social and educational policy debates as well as in discourses in educational sciences a reinforced and improved cooperation of educators and teachers with parents in kindergarden and school is seen as having great potential for reducing educational inequalities. As it has been shown in an empirical analysis of political documents and academic literature particularly parents with an immigrant background are becoming the focus of attention for these programmatic demands (Betz et al. 2017). Despite all the rhetoric of an equal educational partnership, these parents...

You are not authenticated to view the full text of this chapter or article.

This site requires a subscription or purchase to access the full text of books or journals.

Do you have any questions? Contact us.

Or login to access all content.