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, presenting it as a universalistic alternative to the prevailing particularistic approaches in contemporary educational theory.
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Prof. Dr. phil. Manfred Oberlechner-Duval is Professor for Sociology of Education and Migration at Stefan Zweig University of Education, Salzburg, Austria.
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
II.1. The Chicago School of immigration studies
II.2. Hartmut Esser's phased integration plan
II.3. The "integration plan" of the federal state of Salzburg, 2008
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
III.1. Edward Wadie Said's deconstruction of "inferior identity"
III.2. Zygmunt Bauman's "liquid" constructions of foreignness
IV. Implications for a humanist pedagogy in a migration society
IV.1. Humanism and pedagogy
IV.2. Specific challenges for pedagogy
IV.3. The fear of the foreign other
IV.4. Inclusion and foreignness
IV.5. Concluding thoughts