Educational Success Despite School? From Cultural Hegemony to a Post‐Inclusive School
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.17645/si.v10i2.5178 |
Resumo: | This article explores how a differential thinking has arisen between “us” (locals, natives) and “them” (migrants) in German‐speaking areas, how in this context a canned Rezeptwissen (recipe knowledge) has established itself and how there has been a normalisation of cultural hegemony in the context of education. This binary thinking has also taken hold stepwise within the concepts of school development and educational programmes. It has contributed significantly to the construction of an educational normality that has retained its efficacy up to the present. Along with the structural barriers of the educational system, the well‐rehearsed and traditional conceptions of normality serve to restrict and limit the educational prospects and future perspectives of youth who are deemed to stem from a migration background. These prospects and perspectives for the future have a negative impact on their educational goals and professional‐vocational orientations. Our research also shows that ever more youths and young adults are confronting and grappling with this ethnic‐nationally oriented understanding of education and seeking to find other pathways and detours to move on ahead and develop appropriate conceptions of education and vocational orientations for themselves. The article explores the need for a “post‐inclusive” school and “post‐inclusive” understanding of education, which overcome the well‐rehearsed and historically shaped conceptions of normality in the context of education, opening up new options for action and experience for the young people involved. |
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Educational Success Despite School? From Cultural Hegemony to a Post‐Inclusive Schoolcultural hegemony; education; post‐inclusive school; post‐migration; young peopleThis article explores how a differential thinking has arisen between “us” (locals, natives) and “them” (migrants) in German‐speaking areas, how in this context a canned Rezeptwissen (recipe knowledge) has established itself and how there has been a normalisation of cultural hegemony in the context of education. This binary thinking has also taken hold stepwise within the concepts of school development and educational programmes. It has contributed significantly to the construction of an educational normality that has retained its efficacy up to the present. Along with the structural barriers of the educational system, the well‐rehearsed and traditional conceptions of normality serve to restrict and limit the educational prospects and future perspectives of youth who are deemed to stem from a migration background. These prospects and perspectives for the future have a negative impact on their educational goals and professional‐vocational orientations. Our research also shows that ever more youths and young adults are confronting and grappling with this ethnic‐nationally oriented understanding of education and seeking to find other pathways and detours to move on ahead and develop appropriate conceptions of education and vocational orientations for themselves. The article explores the need for a “post‐inclusive” school and “post‐inclusive” understanding of education, which overcome the well‐rehearsed and historically shaped conceptions of normality in the context of education, opening up new options for action and experience for the young people involved.Cogitatio2022-06-09info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.17645/si.v10i2.5178oai:ojs.cogitatiopress.com:article/5178Social Inclusion; Vol 10, No 2 (2022): Challenges in School-To-Work Transition: Perspectives on Individual, Institutional, and Structural Inequalities; 313-3232183-2803reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPenghttps://www.cogitatiopress.com/socialinclusion/article/view/5178https://doi.org/10.17645/si.v10i2.5178https://www.cogitatiopress.com/socialinclusion/article/view/5178/5178Copyright (c) 2022 Erol Yildiz, Florian Ohnmachtinfo:eu-repo/semantics/openAccessYildiz, ErolOhnmacht, Florian2022-12-20T11:00:31Zoai:ojs.cogitatiopress.com:article/5178Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T16:22:01.173448Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Educational Success Despite School? From Cultural Hegemony to a Post‐Inclusive School |
title |
Educational Success Despite School? From Cultural Hegemony to a Post‐Inclusive School |
spellingShingle |
Educational Success Despite School? From Cultural Hegemony to a Post‐Inclusive School Yildiz, Erol cultural hegemony; education; post‐inclusive school; post‐migration; young people |
title_short |
Educational Success Despite School? From Cultural Hegemony to a Post‐Inclusive School |
title_full |
Educational Success Despite School? From Cultural Hegemony to a Post‐Inclusive School |
title_fullStr |
Educational Success Despite School? From Cultural Hegemony to a Post‐Inclusive School |
title_full_unstemmed |
Educational Success Despite School? From Cultural Hegemony to a Post‐Inclusive School |
title_sort |
Educational Success Despite School? From Cultural Hegemony to a Post‐Inclusive School |
author |
Yildiz, Erol |
author_facet |
Yildiz, Erol Ohnmacht, Florian |
author_role |
author |
author2 |
Ohnmacht, Florian |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Yildiz, Erol Ohnmacht, Florian |
dc.subject.por.fl_str_mv |
cultural hegemony; education; post‐inclusive school; post‐migration; young people |
topic |
cultural hegemony; education; post‐inclusive school; post‐migration; young people |
description |
This article explores how a differential thinking has arisen between “us” (locals, natives) and “them” (migrants) in German‐speaking areas, how in this context a canned Rezeptwissen (recipe knowledge) has established itself and how there has been a normalisation of cultural hegemony in the context of education. This binary thinking has also taken hold stepwise within the concepts of school development and educational programmes. It has contributed significantly to the construction of an educational normality that has retained its efficacy up to the present. Along with the structural barriers of the educational system, the well‐rehearsed and traditional conceptions of normality serve to restrict and limit the educational prospects and future perspectives of youth who are deemed to stem from a migration background. These prospects and perspectives for the future have a negative impact on their educational goals and professional‐vocational orientations. Our research also shows that ever more youths and young adults are confronting and grappling with this ethnic‐nationally oriented understanding of education and seeking to find other pathways and detours to move on ahead and develop appropriate conceptions of education and vocational orientations for themselves. The article explores the need for a “post‐inclusive” school and “post‐inclusive” understanding of education, which overcome the well‐rehearsed and historically shaped conceptions of normality in the context of education, opening up new options for action and experience for the young people involved. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-06-09 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.17645/si.v10i2.5178 oai:ojs.cogitatiopress.com:article/5178 |
url |
https://doi.org/10.17645/si.v10i2.5178 |
identifier_str_mv |
oai:ojs.cogitatiopress.com:article/5178 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
https://www.cogitatiopress.com/socialinclusion/article/view/5178 https://doi.org/10.17645/si.v10i2.5178 https://www.cogitatiopress.com/socialinclusion/article/view/5178/5178 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Erol Yildiz, Florian Ohnmacht info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Erol Yildiz, Florian Ohnmacht |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Cogitatio |
publisher.none.fl_str_mv |
Cogitatio |
dc.source.none.fl_str_mv |
Social Inclusion; Vol 10, No 2 (2022): Challenges in School-To-Work Transition: Perspectives on Individual, Institutional, and Structural Inequalities; 313-323 2183-2803 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
repository.mail.fl_str_mv |
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