Support of students in primary schools: a comparative case study in a selective educational system

Journal of Curriculum Studies, 53(3), 279-29

From National Policies and Sentiments to Local Practices and Subjectivities: Mapping Immigrant Educational Identities in a Semi-Rural Locale.

Given increased trends in globalization, there is a significant lacuna in identity research pertaining to rural or town settings and the impact that such locales have on pupils’ educational identities. The question remains as to whether notions of “othering,” or constraining subjectivities, are adopted and ascribed within schools among more recently arrived immigrant groups. Drawing on critical post-structuralist research, the following article illuminates how an assemblage of policies, power flows, performatives, personalities, bodily interactions, and spaces, operating within and outside of schools at particular times, combined to shape minority ethnic pupils’ social and educational identities in two English primary schools located in a West-Midlands town

Governança e governamentalidade: relação e relevância de dois conceitos científico-sociais proeminentes na educação comparada

Contrapondo-se ao retrospecto da existência de uma relação volátil entre o Estado e "seu" sistema educacional, este trabalho enfoca dois conceitos que podem ser empregados como ferramentas de análise para estudar as transformações em curso. O termo "governança" está mais relacionado a aspectos técnicos: tratam-se de instrumentos e modos, procedimentos e atores, além de suas constelações e formas de cooperação. Ele concentra a pesquisa em questões como: quem oferece serviços educacionais, qual é a relação entre ensino público e privado etc. Ele também é extremamente útil na investigação da relação entre os diversos níveis de análise e provou-se particularmente importante para a compreensão teórica adequada do papel das organizações internacionais na formulação de políticas educacionais. A sociologia e a ciência política são duas disciplinas cuja associação se mostra mais notável na elaboração do conceito sob diversas perspectivas. "Governamentalidade", por sua vez, apesar de compartilhar muitas características com governança, é um termo foucautiano dedicado à geração de subjetividades distintas por meio de técnicas e modos de regulação e conduta em sentido lato. Assim, governamentalidade inclui investigações do nexo tipicamente foucautiano conhecimento/poder. Consideramos ambas as perspectivas em conjunto para discutir suas implicações para a educação comparada.Against the background of a changing relation between the state and "its" education system, the present contribution focuses on two concepts that can be used as analytical tools in order to analyze the current transformations. "Governance" is more concerned with technical issues: with instruments and modes, procedures and actors, with their constellations and forms of cooperation. It focuses research on questions such as: who provides educational services, what is the relation between public and private education etc. It is also very useful in investigating the relation between the various levels of analysis and has proven particularly useful for an adequate theoretical understanding of the role of international organizations in shaping educational policies. Sociology and political science are the two disciplines most prominently associated with elaborating the concept under various perspectives. Governmentality, on the other hand, although sharing many characteristics with governance, is a Foucauldian term concerned with the generation of different subjectivities through techniques and modes of ruling and guiding in an encompassing sense. Governmentality thus includes investigations of the typical Foucauldian knowledge/power nexus. Both perspectives are brought together to discuss the implications for comparative education

Herkunftssprachen in der Schule. Eine international vergleichende Perspektive

Durch Migrationsprozesse sind viele Staaten weltweit vor die Herausforderung gestellt, auf eine sprachlich und kulturell heterogene Schülerschaft zu reagieren. Die einschlägige Schul(qualitäts)forschung verdeutlicht, dass Staaten unterschiedlich erfolgreich dabei sind: Insbesondere Deutschland fällt diesbezüglich negativ auf; in Schweden und Kanada erreichen Schülerinnen und Schüler mit Migrationshintergrund, die innerhalb und deren Eltern außerhalb des Aufnahmelandes geboren sind, bessere Leistungsergebnisse, wie die Auswertung der PISA-Daten 2003 durch die OECD (2006) zeigt. Eine Verbesserung der schulischen Inklusion von Kindern und Jugendlichen mit Migrationshintergrund ist im deutschen Kontext dringend notwendig, wie der aktuelle Forschungsstand beispielsweise in Bezug auf die Unterrepräsentation von ausländischen Schülerinnen und Schülern an Gymnasien und der Überrepräsentation an Haupt- und Förderschulen verdeutlicht (vgl. z.B. Kornmann/Kornmann 2003; Diefenbach 2004; Werning/Löser/Urban 2008). In diesem Kontext wird vielfach der Umgang mit Herkunftssprachen (häufig auch als Erst- oder Familiensprachen bezeichnet) kontrovers diskutiert (vgl. Kapitel 4 in diesem Lehrbuch). Bisher wird in Deutschland, wo das nationale Selbstverständnis überwiegend an einer ethnisch-kulturellen Homogenität ausgerichtet ist, migrationsbedingte Sprachenvielfalt im bildungspolitischen und schulischen Kontext zumeist als Besonderheit und Ausnahme gesehen (vgl. Gogolin 1994; Hornberg 1999; Krüger-Potratz 2005 sowie Kapitel 2 und 3). Schweden und Kanada zeigen diesbezüglich einen anderen Umgang