Zeitschrift für Ethnologie: Zeitschrift für Ethnologie, 125/126.2000/01

Zeitschrift für Ethnologie, 125/126.2000/01

Bibliographische Daten

Monographie

Strukturtyp:: Monographie

Werks-URN (URL):: https://nbn-resolving.org/urn:nbn:de:kobv:11-712132

URN:: urn:nbn:de:kobv:11-712132

Persistenter Identifier:: BV045105031

Titel:: Erinnerungen aus meinem Diakonissenleben

Autor:: Leithold, Friederike

Herausgeber:: Ketelhodt, Luise von

Erscheinungsort:: Leipzig

Verlag:: A. Deichert'sche Verlagsbuchhdlg. Nachf. (Georg Böhme)

Erscheinungsjahr:: 1899

Beschreibung:: Historische Gattungen#Biographie; Medizingeschichte

Signatur:: 2018 A 1122

Sammlung:: Gelehrtenbibliotheken > George Meyer

Wissensgebiet:: Historische Gattungen > Biographie; Medizingeschichte

Vorsatzblatt

Strukturtyp:: Vorsatzblatt

Sammlung:: Gelehrtenbibliotheken > George Meyer

Abschrift für Ethnologie 126 (2001) 293-312 © 2001 Dietrich Reimer Verlag “Why dont you just teach the Turks right from the start?!” Culturalisation and Conflict Dynamics in Teaching Practices at a Multi-Ethnic Comprehensive School in Berlin Sabine Mannitz Department of Sociology, University of Essex, Wivenhoe Park, Colchester C04 3sQ, UK Abstract. Schools are institutions which, amongst others, have the task of providing the next generation Mth assistance for societal inclusion. Adolescents encounter the normative projects and ideals of wider society, probably most coherently, at school. Which understanding of immigrants’ incorporation is transmitted there? Who is supposed to contribute what? And what role do concepts of cultural differences play in this context? The respective interpretations, brought forward for instance by teachers or in text books, form a discursive field which establishes argumentative standards, yet may also become the topic °f contestation. The question is, how the affected pupils act in this field: do they take over dominant interpretations or rather mobilise counter-discourses? This contribution sheds light on an aspect that became relevant repeatedly during the research at a multi-ethnic comprehensive school in Berlin: well- fOeant teaching units which directed explicit attention towards pupils of ethnic minorities generated et hnicised conflicts in the classrooms and created a particular dilemma to act. Implicit lines of exclusion surfaced in these plots; however, with their argumentative strategies, the minority students revealed a far- caching discursive assimilation and competence that belies all exclusivist rhetoric. ['culturalisation, ethnic minorities, ethnicity, school ethnography, immigrants\ On the basis of my ethnological fieldwork at a multi-ethnic comprehensive school in Berlin, 1 I will address the question how the concept of immigrants’ cultural otherness takes effect in everyday school practices and contributes to particular conflict dynamics, before I go into detail regarding this issue, the background of my empirical material and the research design it stems from, deserve a brief introduction: Within the framework of the internationally comparative research project “State, School, and Ethnicity”, my fieldwork in Berlin was one out of four simultaneously Situated in the borough of Neukölln, the school had roughly 1.000 pupils of which one third were students of non-German nationalities. Ethnic backgrounds were quite diverse, yet students from Turkish families were most numerous among the non-German nationals. My participant observations in and out °f the classroom took place over a ten months period during the 1996/97 school term and went along Wl th interviews with pupils, teachers and other educational experts, guided group discussions and informal Meetings. The research target group was classes from grade 9 to 12. In this contribution, I mainly c °Ucentrate on empirical data from grade 9, i. e. pupils between 15 and 17 years of age.

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