Schule, Migration, Übergang

For newly immigrated/refugee children and adolescents, access to education and thus the transition to the regular school system often takes place through an institutionally framed intermediate phase in so-called preparatory classes. In her qualitative study, Anna C. Reinhardt reconstructs these preparatory classes as complex transitional situations from an inequality perspektive and deconstructs their relational emergence as a conflictual negotiation process about participation and belonging in the migration society.

Autorentext

Dr. Anna C. Reinhardt, wissenschaftliche Mitarbeiterin, Arbeitsbereich Erziehung und Bildung in der Migrationsgesellschaft, Institut für Erziehungswissenschaft, Universität Osnabrück