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Writing Postcolonial Histories of Intercultural Education

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Heike Niedrig and Christian Ydesen

Bringing together a group of international researchers from two educational sub-disciplines – «History of Education» and «Intercultural Education» – the contributions to this volume provide insights into the (pre-)history of intercultural issues in education across a vast range of historical, national-geographical and political contexts. The anthology takes its readers on a fascinating journey around the globe, presenting case studies from Asia, Africa, Europe and America. The coherence of the journey is found in recurring themes and questions, such as: How does the discourse on «multiculturalism» or «intercultural learning» construct the norm and the Others in these educational settings? Who has the power of definition? And what are the functions and effects of these processes of Othering?

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Patricia Baquero Torres: Re-Writing the History of Intercultural Education in Germany from a Postcolonial Theory Perspective

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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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