SchuWaMi

Project SchuWaMi

School Change in a Society shaped by migration - School Culture(s) in the current context of forced migration

The project SchuWaMi examines how schools in Germany have reacted to the increased reception of refugee children and youths, which institutional changes have taken place and are still taking place in this context. It also looks at whether and how schools succeed in promoting the social participation of children and youths with a refugee background

SchuWaMi_LogoIn recent years, schools in Germany have taken in many children and adolescents with refugee experience. The schools have reacted in different ways and they continue to respond differently with this pedagogical, organizational, and didactic challenge. The study takes these different responses as a starting point. We assume that in the current immigration situation schools particularly push such measures that are intended to improve academic success and the social inclusion of refugees in the school.

Research on social inclusion and the participation in the school of immigrant students usually focuses on learning and individual development instead of the developmental potential of institutions. The project SchuWaMi is interested in the role of school cultures and their institutional conditions. The integration of children and adolescents with refugee experiences is shaped by school cultures, but these cultures are not static and can change when admitting refugee children and adolescents. SchuWaMi also assesses effects on the social inclusion and participation in the school of refugee students, working interdisciplinary, longitudinally and with a mixed-methods research design.

 

Selected Publications

  • Becker, B., & Reimer, D. (Eds.). (2010). Vom Kindergarten bis zur Hochschule. Die Generierung von ethnischen und sozialen Disparitäten in der Bildungsbiographie. Wiesbaden: VS Verlag für Sozialwissenschaften.
  • Becker, B., Klein, O., & Biedinger, N. (2013). The Development of Cognitive, Language, and Cultural Skills From Age 3 to 6: A Comparison Between Children of Turkish Origin and Children of Native-Born German Parents and the Role of Immigrant Parents’ Acculturation to the Receiving Society. American Educational Research Journal, 50(3), 616–649.
  • Böse, S., Neumann, M., Gesswein, T., Lee, E., Brauckmann, S. & Maaz, K. (2018). Supporting Schools in Challenging Circumstances in Germany: The Berlin Bonus-Program. In C. Meyers & M. Darwin (Hrsg.), International Perspectives on Leading Low-Performing Schools (S. 189–216). Charlotte, NC: Information Age Publishing.
  • Raschke, E., & Westle, B. (2018). Flitterwochen mit der Demokratie? Politische Unterstützung von Migranten in Europa. Zeitschrift für Vergleichende Politikwissenschaft, 12(1), 321–340.
  • Rauch, D.P. (in Druck). Theorien und Modelle der Mehrsprachigkeit. In: Gogolin, I., Hansen, A., Leseman, P., McMonagle, S. & Rauch D.P. (Hrsg.). Handbuch Mehrsprachigkeit und Bildung, Springer VS, Heidelberg.
  • Rauch. D.P., Decristan, J., Reitenbach, V. & Schastak, M. (2017). Familiäre Sprachnutzung und Leseverstehen Türkisch-Deutsch bilingualer Grundschulkinder. Empirische Pädagogik (Themenheft), 31(4), 330–344.
  • Stošić, Patricia (2017). Kinder mit Migrationshintergrund – Zur Medialisierung eines Bildungsproblems. Wiesbaden: Springer VS.
  • Stošić, Patricia (2012). Lokale Bildungsräume zwischen Struktur und Handlung. In: Tertium Comparationis. Journal für International und Interkulturell Vergleichende Erziehungswissenschaft. Jahrgang 18, Heft 1. Münster u. a.: Waxmann Verlag GmbH, S. S. 12–24.
  • Vieluf, S. (2016). Ethnicity and Migration. In S. Kuger, E. Klieme, N. Jude, & D. Kaplan (eds.), Assessing Contexts of Learning: An international perspective. Cham: Springer.
  • Vieluf, S. & Sauerwein, M.N. (2018). Does a lack of teachers’ recognition of students with migration background contribute to achievement gaps? European Educational Research Journal. Advance online publication. https://doi.org/10.1177/1474904118810939