Multiculturalism and the merging of local communities with immigrants demands glocal policies in various sectors—especially in education. In order to successfully integrate immigrants, language acquisition is oftentimes the first initiative educators and politicians regard as one of the most essential attributes for successful and prompt integration. However, language acquisition cannot be separated from the need to bridge communities and their different values, tradition, ideologies, and identities based on their cultural heritages and religious affiliations. In order to properly respond to newly-emerging glocal dynamics in, for instance, classrooms, it is crucial to understand the shifts in racisms from black versus white to East versus West. Therefore, concepts need to consider different dynamics and embrace issues related to gender, sexuality, skin color, habitus, social, financial, and cultural capital, as well as educational achievement (gaps) on an interdisciplinary level. While seeking to find appropriate adaptations of school curricula, it is necessary to not try to run before one can walk—in other words—to not try to let educators teach before they have been taught cross-cultural communication. In addition, racisms cannot be limited to conflicts between immigrants and non-immigrants; racisms also occur among a homogeneous group. The complexity of reuniting and/or integrating various immigrant, non-immigrant, (Middle) Eastern and Western identities and their (intercultural) belonging is critical because of the various circumstances and settings that need to be considered for responding to linguistic, cultural, social, psychological, educational, and financial matters individually. Although there is not one concrete theoretical framework or outcome that can be applied for integration; this dissertation thesis functions as a roadmap for becoming more aware of regional and international struggles. Despite the multifaceted approaches that need to be combined and implemented in terms of second language acquisition, updated teacher training, cross-cultural policies, access to social services and support systems, etc., the education sector remains the foundation for prospective integration: Integrative and multiculturally-aware education provides the glocal society with intercultural and interdisciplinary-applicable assets and capitals. Such abilities help create a politically, socially, financially, culturally, and educationally responsible future embracing transatlantic intermingling instead of oppressing Otherness. Local and global communities benefit from better-adjusted and well-integrated immigrant families and students. The better societies and politics educate, integrate, and value non-locals, the more societies will benefit culturally, socially, politically, and economically from the glocal population. The newly-introduced PIC SAM guidelines provide, in cooperation with key actors and community-centered programs for immigrants and non-immigrants, a roadmap for combining theory and practice in glocal contexts.:Table of Contents vi
List of Figures, Tables, and Illustrations x
Chapter One 1
Personal Narrative and Relevance: Education as Powerful Integration Tool 1
Rationale, Overview, and Global Integration and Education 7
Theoretical Framework and Methodological Approaches 14
Terminology 17
Steps for Globally-Adjusted Integration and Education 29
Step 1: Understanding Legal Challenges of Turkish Immigrants 29
Step 2: Understanding that Not Every Middle Easterner is a Muslim 33
Step 3: Starting Successful Integration in Kindergarten 33
Step 4: Nurturing Integration Instead of Oppressing Immigration 36
Step 5: Adapting CRT—From Colorblind to Headscarfblind 39
Step 6: Taking the Education Exit for Integration 43
Step 7: Taking the Education Exit to Integration 44
Step 8: Sprucing Up the Headscarf Image 45
Chapter Two 48
Literature Review 48
Chapter Three 103
“Other” Ideologies and Identities—Theoretical Approaches 103
(1) How to Approach Different Ideologies 103
(2) Reasons for Othering and Biased Headscarf Images 103
(3) Disempowering the Exotic Other 104
(4) The Danger of Ill-Ideologies 106
(5) Ideologies as Utopia and Fantasy 108
(6) Capitalization and Mass Economization of Identities and Ideologies 109
(7) Institutionalization of the ISA (aka the School) 110
Chapter Four 113
Individuals are Always-Already Subjects of Ideology 113
Concepts Creating the Multifaceted Constructions of Ideology 114
(1) Ideology as A-Historical 114
(2) Is Ideology “Real” or an Illusion? 115
(3) Individuals are Always-Already Subjects (of Ideology) 116
(4) Subjects within a Mass-Produced Media (Ill)Ideology 117
(5) Shift: From Dominant via Repressed Ideology to State Apparatus 119
(6) Concluding Thoughts on Ideologies 120
Chapter Five 123
Race as Product of Social, Political, and Educational Thought 123
Chapter Six 128
Shifts in Racisms: Whitewashed—From Black to (Middle) East 128
The Wende within Immigration and Globalization 134
(1) History and Its Effect on Pre- and Post-Activism 134
(2) GDR Museums—(False?) Nostalgia in Times of Globalization 141
(3) Cross-Generational Racisms and Racialized White Others 145
Chapter Seven 149
Different Social and Cultural Capitals: East vs. West (German) Habitus 149
Adapting Bourdieu’s Habitus to Different Contexts 151
Comparative Examples: Disadvantaged Groups in the Education Sector 154
Getting to the Nitty-Gritty: The Case of Oscar 156
Concluding the Nitty-Gritty: Political Trust and Progressive Educators 165
Chapter Eight 170
Reverse Activisms: The Importance of Transnational Post-Activism 170
Tear Down that Church! 173
Transferring Activism from the GDR to the 21st Century 177
From “Teaching” Activism to “Doing” Activism 181
East versus West: Striving for Balanced Activisms 184
Activism, Aktivismus, and Activisme—or Negativism? 187
Chapter Nine 190
Adapting and Diversifying CRT 190
Teaching and Learning German and Intercultural Communication 195
Global and Anti-Racist Pedagogies In- and Outside of Schools 200
Roadmap for Changing (the) Dynamics in Germany’s Education 203
(1) Cross-Language Policies: Bilingualism for Everyone 203
(2) Current Challenges in Germany’s Education System 207
(3) Key Actors and Levels in Addressing the Integration Problem(s) 208
(4) Solution Approaches 210
Chapter Ten 212
Glocal Frameworks: Adding “Bi-Religionism” to Bilingualism & Biculturalism 212
Getting to the Nitty-Gritty: The Case of Mo 215
Educational Policy Recommendations 224
Concluding the Nitty-Gritty 230
Chapter Eleven 233
Outlook and Conclusion: Striving for Glocal Awareness and Activist Change 233
References 243
Endnotes 263
| Identifer | oai:union.ndltd.org:DRESDEN/oai:qucosa:de:qucosa:34345 |
| Date | 25 June 2019 |
| Creators | Labisch, Diana |
| Contributors | Universität Leipzig |
| Source Sets | Hochschulschriftenserver (HSSS) der SLUB Dresden |
| Language | English |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, doc-type:doctoralThesis, info:eu-repo/semantics/doctoralThesis, doc-type:Text |
| Rights | info:eu-repo/semantics/openAccess |
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