Abstract
This chapter explores discourses in German education sciences that focus on the social categories of migration and disability, and confronts them with critical perspectives from disability and critical race studies. It weighs the historical development of Germany’s education system and its attitudes towards disability and differences related to migration society against the development of pedagogy as a discipline. The authors highlight that, in each case, processes of ‘othering’ dominate educational practice and pedagogy, which also persistently shape debates in teacher education. In contrast to this, the article proposes that focus ought to be redirected and constructions of ‘difference’ should be critically questioned and incorporated within the context of an analysis of social ordering. This chapter concludes by elaborating concepts for teacher education that aim for an inclusive education system.
Keywords
- Inclusive teacher education
- History of education
- Pedagogies of difference
- Normalism
- Ableism
- Racism
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- 1.
The quote (trans. by authors) comes from a group discussion with Bachelor’s students of various teacher education programmes. The data were collected in the project ‘Inclusive teacher education as a cross-sectoral task’ (promoted by the Federal Ministry of Education and Research within the project ProViel at University Essen-Duisburg as part of the quality initiative ‘Teacher Education 2016–2019’).
- 2.
The concept of the regular school highlights the rigid distinction within the German school system between primary and secondary schools on the one hand and special schools on the other, thus reproducing a division of pupils into special and regular pupils. Inclusive schools claim to abolish this division.
- 3.
We use this term to highlight that debates on the social category ‘migration’ in Germany go far beyond ‘ethnic diversity’ but include constructions of otherness relating to language, religion, nationality, physical appearance or feelings of cultural belonging. The term thus tries to avoid addressing differences that are inherent in people but rather to understand them as socially constructed differences and bound up with national(ist) discourses and power structures in contemporary society. Mecheril (2003, 2018) has termed this “natio-racial-culturally coded orders of belonging” (Mecheril 2018, p. 121) which will be introduced later in this article to describe these practices of differentiation.
- 4.
In Germany the term ‘integration’ rather than ‘inclusion’ lay at the core of the debate. UNESCO’s Salamanca declaration (United Nations Educational, Scientific and Cultural Organization 1994), in which ‘inclusive education’ was claimed, has been translated as Integrationspädagogik (integration pedagogy). This concept starts from the idea of two different groups that are to be brought together again.
- 5.
The concept of ‘pedagogies of difference’ is not new, and refers to systematic discussions in the discipline that critically examine the concentration of education research and pedagogical concepts and forms of institutionalisation embraced by the education system in its orientation to and responsibility for specific social groups, and that have developed this in a special way using the example of intercultural pedagogy (Krüger-Potratz 2005, p. 176; Mecheril 2004, p. 214).
- 6.
Though the history of separate schooling for children and adolescents with sensory disabilities or physical impairments in the European region begins much earlier, and is subject to a different dynamic (see for example Söderfeldt 2013, pp. 104–116).
- 7.
With the terms ‘social model of disability’ (Oliver 1996) and ‘cultural model of disability’ (Snyder and Mitchell 2006), reference is made to various research traditions within disability studies that focus on social barriers to participation in society, on the one hand, and symbolic arrangements and the generation of normality and deviation on the other.
- 8.
- 9.
A more in-depth criticism of this certainty of action in current pedagogical discourses on inclusion can be found in Shure (2017).
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Gottuck, S., Pfaff, N., Tervooren, A. (2021). Questioning Cultural and Power Relations as well as Debates on Disa bility and Migration: Concepts for Contemporary Inclusive Teacher Education . 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_24
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