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What contribution can a humanistic pedagogy make in the context of a migration society? The author uses three examples to illustrate the deficit-oriented pressure to assimilate that foreigners are often subjected to: the Chicago School of immigration studies, the "2008 Integration Plan" of the Austrian federal state of Salzburg, and Hartmut Esser's phases of integration. The illustrative critique of these models is primarily based on Edward W. Said's theory of "othering", Zygmunt Bauman's diagnoses of modernity, and the socially critical reflections of Max Horkheimer and Theodor W. Adorno. In…mehr
What contribution can a humanistic pedagogy make in the context of a migration society? The author uses three examples to illustrate the deficit-oriented pressure to assimilate that foreigners are often subjected to: the Chicago School of immigration studies, the "2008 Integration Plan" of the Austrian federal state of Salzburg, and Hartmut Esser's phases of integration. The illustrative critique of these models is primarily based on Edward W. Said's theory of "othering", Zygmunt Bauman's diagnoses of modernity, and the socially critical reflections of Max Horkheimer and Theodor W. Adorno. In this way, the author develops components for a humanistic education within a migration society and presenting it as a universalistic alternative to the prevailing particularistic approaches in contemporary educational theory.
Prof. Dr. phil. Manfred Oberlechner-Duval is Professor for Sociology of Education and Migration at Stefan Zweig University of Education, Salzburg, Austria.
Inhaltsangabe
I. Introduction<br>II. Deficit-oriented assimilative pressure on migrant others: The Chicago School of immigration studies, Hartmut Esser's assimilative integration concept, the "integration plan" of the federal state of Salzburg, 2008<br /><br> II.1. The Chicago School of immigration studies<br> II.2. Hartmut Esser's phased integration plan <br /><br>II.3. The "integration plan" of the federal state of Salzburg, 2008 <br /><br>III. Criticism of the deficit-oriented assimilative pressure on migrant others: Edward Wadie Said's deconstruction of an essentializing "othering" and Zygmunt Bauman's diagnoses of "liquid" foreignness<br>III.1. Edward Wadie Said's deconstruction of "inferior identity"<br>III.2. Zygmunt Bauman's "liquid" constructions of foreignness <br /><br> IV. Implications for a humanist pedagogy in a migration society <br /><br>IV.1. Humanism and pedagogy IV.2. Specific challenges for pedagogy <br /><br>IV.3. The fear of the foreign other <br /><br>IV.4. Inclusion and foreignness <br /><br>IV.5. Concluding thoughts <br /><br> V. Conclusion <br /><br>VI. Bibliography <br>
I. EinleitungII. Defizitorientierter Zwang zur Assimilation für Fremde:Die Chicagoer Schule der Immigrationsforschung, Hartmut Essers assimilative Integrationskonzeption, das Salzburger Landesintegrationskonzept 2008II.1. Die Chicagoer Schule der ImmigrationsforschungII.2. Hartmut Essers IntegrationsstufenplanII.3. Das Salzburger Landesintegrationskonzept 2008III. Kritik am defizitorientierten Zwang zur Assimilation für Fremde:Edward Wadie Saids Dekonstruktion eines essentialisierenden Othering sowie Zygmunt Baumans Gesellschaftsdiagnosen zu "flüssiger" FremdheitIII.1. Edward Wadie Saids Dekonstruktion "inferiorer Identität"III.2. Zygmunt Baumans "flüchtige" FremdheitskonstruktionenIV. Ergebnisse für eine humanistische Pädagogik in der MigrationsgesellschaftIV.1. Humanismus und PädagogikIV.2. Spezifische Herausforderungen an die PädagogikIV.3. Die Angst vor dem FremdenIV.4. Inklusion und FremdheitIV.5. Abschließende GedankenV. ResümeeVI. Bibliographie
I. Introduction<br>II. Deficit-oriented assimilative pressure on migrant others: The Chicago School of immigration studies, Hartmut Esser's assimilative integration concept, the "integration plan" of the federal state of Salzburg, 2008<br /><br> II.1. The Chicago School of immigration studies<br> II.2. Hartmut Esser's phased integration plan <br /><br>II.3. The "integration plan" of the federal state of Salzburg, 2008 <br /><br>III. Criticism of the deficit-oriented assimilative pressure on migrant others: Edward Wadie Said's deconstruction of an essentializing "othering" and Zygmunt Bauman's diagnoses of "liquid" foreignness<br>III.1. Edward Wadie Said's deconstruction of "inferior identity"<br>III.2. Zygmunt Bauman's "liquid" constructions of foreignness <br /><br> IV. Implications for a humanist pedagogy in a migration society <br /><br>IV.1. Humanism and pedagogy IV.2. Specific challenges for pedagogy <br /><br>IV.3. The fear of the foreign other <br /><br>IV.4. Inclusion and foreignness <br /><br>IV.5. Concluding thoughts <br /><br> V. Conclusion <br /><br>VI. Bibliography <br>
I. EinleitungII. Defizitorientierter Zwang zur Assimilation für Fremde:Die Chicagoer Schule der Immigrationsforschung, Hartmut Essers assimilative Integrationskonzeption, das Salzburger Landesintegrationskonzept 2008II.1. Die Chicagoer Schule der ImmigrationsforschungII.2. Hartmut Essers IntegrationsstufenplanII.3. Das Salzburger Landesintegrationskonzept 2008III. Kritik am defizitorientierten Zwang zur Assimilation für Fremde:Edward Wadie Saids Dekonstruktion eines essentialisierenden Othering sowie Zygmunt Baumans Gesellschaftsdiagnosen zu "flüssiger" FremdheitIII.1. Edward Wadie Saids Dekonstruktion "inferiorer Identität"III.2. Zygmunt Baumans "flüchtige" FremdheitskonstruktionenIV. Ergebnisse für eine humanistische Pädagogik in der MigrationsgesellschaftIV.1. Humanismus und PädagogikIV.2. Spezifische Herausforderungen an die PädagogikIV.3. Die Angst vor dem FremdenIV.4. Inklusion und FremdheitIV.5. Abschließende GedankenV. ResümeeVI. Bibliographie
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