Abstract
This article discusses how symbolic orders of the migration society shape the negotiation of social practices in school and lead to the (re-)production of racism in the context of pre-service teacher training, called ‘the second phase of teacher training’ in Germany. It presents selected results of interviews with teacher educators from a broader research project on pre-service teacher training in the migration society. The results show that symbolic orders inscribed as migration patterns in the tacit knowledge of these most significant professionals are relevant to racism, particularly because of pre-service teachers’ binary differentiation between the categories ‘German’ and ‘migration background’, the latter being equivalent to ‘not German’. This becomes clear in their reconstructed conceptualization of an imagined ‘ideal teacher’ as well as ‘good teaching’ and leads to the relevant question of which pre-service teachers are identified as suitable for the teaching profession according to teacher educators and why. In this imagination, the binary differentiation takes place in connection with attributes especially linked to the habitual dimensions of language and behaviour.
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Notes
- 1.
All names have been changed for the purpose of anonymization.
- 2.
This and the following quotes are taken from my dissertation project. The interviews were conducted in German and were translated into English by the author.
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I kindly thank Ana Rovai for proofreading this chapter.
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Doğmuş, A. (2021). Symbolic Orders of a Society Shaped by Migration and Their Relevance for the (Re)Production of Racism in Pre-Service Teacher Training in Germany. 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_23
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