Study Preparation of Refugees in Germany: How Teachers’ Evaluative Practices Shape Educational Trajectories
Autor(a) principal: | |
---|---|
Data de Publicação: | 2021 |
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.v9i3.4308 |
Resumo: | Recent research shows that a remarkable share of refugees who have arrived in Germany over the past few years is highly qualified and has strong educational and academic aspirations. Preparatory colleges (Studienkollegs) and language courses of higher education institutions are the two main organisations providing obligatory study preparation for non‐EU international study applicants in Germany, including an increasing number of refugees. So far, research on conditions for refugees’ successful transitions into and through study preparation, and eventually into higher education, is scarce. The article fills a research gap on the organisational level by considering the established norms and rules of study preparation organisations and the key role of teachers in shaping successful pathways into higher education. Based on central concepts deriving from the sociology of valuation and evaluation, categorisation, and evaluative repertoires, the article aims to illustrate the organisational norms and rules in play shaping teachers’ experiences and perceptions of their students’ ability to study. The qualitative analysis of seven expert interviews shows how teachers differentiate between students with and without a refugee background in terms of performance and reveals opportunities and constraints to take refugees’ resources and needs in study preparation programmes into account. |
id |
RCAP_59a1bdfe9af887c2e531598eaf5b59fc |
---|---|
oai_identifier_str |
oai:ojs.cogitatiopress.com:article/4308 |
network_acronym_str |
RCAP |
network_name_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository_id_str |
7160 |
spelling |
Study Preparation of Refugees in Germany: How Teachers’ Evaluative Practices Shape Educational TrajectoriesGermany; organisational rules; refugees; study preparation system; teachers’ evaluative repertoiresRecent research shows that a remarkable share of refugees who have arrived in Germany over the past few years is highly qualified and has strong educational and academic aspirations. Preparatory colleges (Studienkollegs) and language courses of higher education institutions are the two main organisations providing obligatory study preparation for non‐EU international study applicants in Germany, including an increasing number of refugees. So far, research on conditions for refugees’ successful transitions into and through study preparation, and eventually into higher education, is scarce. The article fills a research gap on the organisational level by considering the established norms and rules of study preparation organisations and the key role of teachers in shaping successful pathways into higher education. Based on central concepts deriving from the sociology of valuation and evaluation, categorisation, and evaluative repertoires, the article aims to illustrate the organisational norms and rules in play shaping teachers’ experiences and perceptions of their students’ ability to study. The qualitative analysis of seven expert interviews shows how teachers differentiate between students with and without a refugee background in terms of performance and reveals opportunities and constraints to take refugees’ resources and needs in study preparation programmes into account.Cogitatio2021-09-16info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.17645/si.v9i3.4308oai:ojs.cogitatiopress.com:article/4308Social Inclusion; Vol 9, No 3 (2021): Education, Politics, Inequalities: Current Dynamics and Perspectives; 383-3932183-2803reponame: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/4308https://doi.org/10.17645/si.v9i3.4308https://www.cogitatiopress.com/socialinclusion/article/view/4308/4308Copyright (c) 2021 Stefanie Schröderhttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSchröder, Stefanie2022-12-20T10:59:53Zoai:ojs.cogitatiopress.com:article/4308Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T16:21:26.475311Repositório 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 |
Study Preparation of Refugees in Germany: How Teachers’ Evaluative Practices Shape Educational Trajectories |
title |
Study Preparation of Refugees in Germany: How Teachers’ Evaluative Practices Shape Educational Trajectories |
spellingShingle |
Study Preparation of Refugees in Germany: How Teachers’ Evaluative Practices Shape Educational Trajectories Schröder, Stefanie Germany; organisational rules; refugees; study preparation system; teachers’ evaluative repertoires |
title_short |
Study Preparation of Refugees in Germany: How Teachers’ Evaluative Practices Shape Educational Trajectories |
title_full |
Study Preparation of Refugees in Germany: How Teachers’ Evaluative Practices Shape Educational Trajectories |
title_fullStr |
Study Preparation of Refugees in Germany: How Teachers’ Evaluative Practices Shape Educational Trajectories |
title_full_unstemmed |
Study Preparation of Refugees in Germany: How Teachers’ Evaluative Practices Shape Educational Trajectories |
title_sort |
Study Preparation of Refugees in Germany: How Teachers’ Evaluative Practices Shape Educational Trajectories |
author |
Schröder, Stefanie |
author_facet |
Schröder, Stefanie |
author_role |
author |
dc.contributor.author.fl_str_mv |
Schröder, Stefanie |
dc.subject.por.fl_str_mv |
Germany; organisational rules; refugees; study preparation system; teachers’ evaluative repertoires |
topic |
Germany; organisational rules; refugees; study preparation system; teachers’ evaluative repertoires |
description |
Recent research shows that a remarkable share of refugees who have arrived in Germany over the past few years is highly qualified and has strong educational and academic aspirations. Preparatory colleges (Studienkollegs) and language courses of higher education institutions are the two main organisations providing obligatory study preparation for non‐EU international study applicants in Germany, including an increasing number of refugees. So far, research on conditions for refugees’ successful transitions into and through study preparation, and eventually into higher education, is scarce. The article fills a research gap on the organisational level by considering the established norms and rules of study preparation organisations and the key role of teachers in shaping successful pathways into higher education. Based on central concepts deriving from the sociology of valuation and evaluation, categorisation, and evaluative repertoires, the article aims to illustrate the organisational norms and rules in play shaping teachers’ experiences and perceptions of their students’ ability to study. The qualitative analysis of seven expert interviews shows how teachers differentiate between students with and without a refugee background in terms of performance and reveals opportunities and constraints to take refugees’ resources and needs in study preparation programmes into account. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-09-16 |
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.v9i3.4308 oai:ojs.cogitatiopress.com:article/4308 |
url |
https://doi.org/10.17645/si.v9i3.4308 |
identifier_str_mv |
oai:ojs.cogitatiopress.com:article/4308 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
https://www.cogitatiopress.com/socialinclusion/article/view/4308 https://doi.org/10.17645/si.v9i3.4308 https://www.cogitatiopress.com/socialinclusion/article/view/4308/4308 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Stefanie Schröder http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Stefanie Schröder http://creativecommons.org/licenses/by/4.0 |
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 9, No 3 (2021): Education, Politics, Inequalities: Current Dynamics and Perspectives; 383-393 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 |
|
_version_ |
1799130661189058560 |