Edited By Heike Niedrig and Christian Ydesen
Patricia Baquero Torres: Re-Writing the History of Intercultural Education in Germany from a Postcolonial Theory Perspective
Re-Writing the History of Intercultural Education in Germany from a Postcolonial Theory Perspective Patricia Baquero Torres, University of Education, Freiburg, Germany This contribution deals with the academic discourse on “Intercultural Educa- tion” in Germany. The history of this debate can be told and has been told in dif- ferent ways and from different perspectives. Since I will adopt a postcolonial theoretical perspective, this chapter will focus on the question how the produc- tion of (educational) scientific discourse is connected to relations of power and to formations of subjectivity. Academic educational discourse usually links the foundation of the special- ised field of Intercultural Pedagogy in Germany to work migration after the Sec- ond World War. According to this historical view, pedagogical reflection about the migration processes that resulted from ‘guest worker’ recruitment has trig- gered – or is even tantamount to – the early development of theory and contro- versial debates within the field of Intercultural Pedagogy. And indeed, from this time onwards, educational studies in Germany that can be labelled as “intercul- tural” have always focused on the consequences of work migration for the Ger- man educational system. On this basis, educational concepts such as the so- called “Ausländerpädagogik” (pedagogy for foreigners) and “Intercultural Edu- cation” were developed, primarily designed as concrete pedagogical responses to the presence of immigrants in German schools. But this emphasis has had the effect that scholarship on the history of Intercultural Education has ignored very relevant historical aspects of the history of education in Germany....
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