Case Study
Qualitative-interpretative study on migration-society related practices of addressing topics in relevant texts in teacher education.
The first phase of the project focuses on the qualitative-interpretative analysis of relevant texts in teacher education (e.g. curricula, module descriptions, ministerial recommendations and legal guidelines). Thereby, the explicit as well as implicit references to ideas and concepts of pedagogical knowledge in schools of the migration society are identified and systematised. The aim of this project is to address the practices and the discourses on migration and migration society in teacher education that are reflected in educational policy and administration. The project seeks to develop new critical and reflexive perspectives on teacher education that are more appropriate to (world) societal conditions, sensitive to differences and at the same time critical towards discrimination. Furthermore, the project aims to transfer these perspectives into a broad, internationally oriented discussion on pedagogical skills in migration society.
Presentations and publications on the project results
Handout published by Mercator Foundation on the results of the case study „Angekommen in der Migrationsgesellschaft? Grundlagen der Lehrerbildung auf dem Prüfstand“ [Finally arrived in the migration society? The principles of teacher education put to the test]
„Angekommen in der Migrationsgesellschaft? Grundlagen der Lehrer/innen-Bildung auf dem Prüfstand“ – Presentation at the Mercator Foundation's Briefings (June 2017 in Berlin).
„Zur Semantik von Modulbeschreibungen in der Lehrer*innenbildung als Praktik(en) der Präsentation und (Ko-)Konstruktion von migrationsgesellschaftlich relevantem ‚Wissen‘ – Presentation at a GERA conference September 2017 in Solothurn/Switzerland.
Doğmuş, A./Karakaşoğlu, Y./Mecheril, P./Shure, S. (2018): Die Lehrerinnen- und Lehrerbildung der Migrationsgesellschaft im Spiegel von Modulbeschreibungen. Eine qualitativ-empirsche Analyse. In: Julia Kosinár, Tobias Leonhard, Christian Reintjes (Hrsg.): Praktiken und Orientierungen in der Lehrerinnen- und Lehrerbildung. Julius Klinkhardt, pp. 120-138
Karakaşoğlu, Y./Mecheril, P. (2019): Pädagogisches Können. Grundsätzliche Überlegungen zu LehrerInnenbildung in der Migrationsgesellschaft. In: Doreen Cerny & Manfred Oberlechner: Schule - Gesellschaft - Migration. Beiträge zur diskursiven Aushandlung des schulischen Lern- und Bildungsraums aus theoretischer, empirischer, curricularer und didaktischer Perspektive. Barbara Budrich, pp. 17-31
News
As part of her research semester, Yasemin Karakaşoğlu accepted the invitation of our cooperation partners Prof. Dr. Akiko Ito and Prof. Dr. Hitoshi Sato from the University of Fukuoka and presented the Bremen model to the members of her research group on the “Importance of diversity in teacher education in international comparison”. The hybrid event, which was attended by colleagues from the USA, New Zealand and Sweden, led to a lively exchange about the different national attributions of meaning to diversity and inclusion. The colleagues are planning a return visit to Bremen in 2025 to further develop a joint research project.You can find the announcement of the lecture HERE
Dennis Barasi, René Breiwe, Isabel Dean, Aysun Doğmuş, Rabea Lucille Halimi and Nicolle Pfaff have published a digital documentation of the conference of the Netzwerk Rassismuskritische Schulpädagogik “Utopien im Hier und Jetzt: Visionen für eine rassismuskritische Schule - Perspektiven für Schulentwicklung & Schulpädagogik”: HERE
Dennis Barasi, Aysun Doğmuş, Ellen Kollender and Aslı Polatdemir have published the documentation of the event “Pedagogy in times of catastrophe - A solidarity event with educational actors in the Turkish-Syrian border region” in the journal Voluntaris. A digital documentation was also created. The corresponding portfolio contains documentation on the content and course of the event, contact addresses for networking with the invited actors from Anadolu Kültür, Body Movement for Vulnerable Groups, Education Reform Initiative / Eğitim Reformu Girişimi and Kırkayak Kültür, as well as opportunities to donate to the civil society actors in the earthquake region. The portfolio can be accessed under the following link: HERE