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Schools and Teacher Education Challenged by Transnational Constellations. An Introduction

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Regimes of Belonging – Schools – Migrations

Abstract

This introductory chapter presents general lines of thought that guided the compilation of the contributions of this volume. The idea of ‘challenge’ from the title of this chapter sets the tone, as this introduction will outline the challenges that both global and local contradictory conditions represent for schools and the education of teachers, which are closely linked fields. Perspectives focus on the world growing closer together in viral, climatic, political, economic and cultural processes of globalisation, and their significance and impact on the national constitution of schools as a central institution of formal education which exists almost everywhere in the world. The chapter then discusses pedagogical concepts that claim to adequately take into account transnational and migratory processes of change. Finally, it concludes with some suggestions for a further discussion of schools and teacher education in transnational relations of contemporary migration societies.

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Notes

  1. 1.

    Brubaker (1992) speaks of the axiomatic status of nationalism in the modern state (p. 28).

  2. 2.

    We are aware of the fact that in Anglophone regions the term race is commonly used in official contexts (like the US census) to designate groups (Native Americans, African Americans, Asian Americans, and Caucasians, for instance, whose designations are subject to historical changes; on this, see Mahiri 2021) as well as for analysis in the social sciences. Race-related categories are also used either to categorise groups or as self-designators by groups. By italicising this we aim at expressing a certain unease about the casual use of the term race as it is the product and central conceptual instrument of racism.

  3. 3.

    On the effects of the racialising link among language, ethnicity and nation for excluding national minorities using the educational system, see the example of the Kurds in Turkey (on this, see İnce 2017).

  4. 4.

    The expression natio-racial-cultural (in German ‘natio-ethno-kulturell’, see Mecheril 2003, pp. 118–251) refers on the one hand to the fact that the concepts of nation, ethnicity, race, and culture are often used in a diffuse and undifferentiated way, both in research and everyday communication. On the other hand, this term reflects the fact that concepts of nation, ethnicity, race, and culture are manifested formally in laws and regulations, materially through border controls and identity documents, and also socially through symbolic practices that generate blurred meanings and ambiguous outcomes that are subsequently used for political ends (for more detail see Mecheril 2018).

  5. 5.

    For example, see the Canadian model of multiculturalism by Taylor (1994) and Rex’s thoughts (1995) on ethnic identities in nation-states with respect to the USA, Canada and Australia.

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Authors and Affiliations

  1. Faculty of Pedagogy and Educational Sciences, University of Bremen, Bremen, Germany

    Lydia Heidrich & Yasemin Karakaşoğlu

  2. Faculty of Education, Bielefeld University, Bielefeld, Germany

    Paul Mecheril & Saphira Shure

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  1. Universität Bremen, Bremen, Germany

    Lydia Heidrich

  2. Universitat Bremen, Bremen, Germany

    Yasemin Karakaşoğlu

  3. Bielefeld University, Bielefeld, Germany

    Paul Mecheril

  4. Bielefeld University, Bielefeld, Germany

    Saphira Shure

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Heidrich, L., Karakaşoğlu, Y., Mecheril, P., Shure, S. (2021). Schools and Teacher Education Challenged by Transnational Constellations. An Introduction. In: Heidrich, L., Karakaşoğlu, Y., Mecheril, P., Shure, S. (eds) Regimes of Belonging – Schools – Migrations. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-29189-1_1

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