Overcoming the Deficit View of the Migrant Other

Notes for a Humanist Pedagogy in a Migration Society
Verlag Barbara Budrich
  • 1. Auflage
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  • erschienen am 15. Februar 2021
  • Buch
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  • Softcover
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  • 101 Seiten
978-3-8474-2481-9 (ISBN)
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.
  • Englisch
  • Leverkusen-Opladen
  • |
  • Deutschland
  • Für höhere Schule und Studium
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  • Für Beruf und Forschung
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  • Researchers and lecturers in education, social sciences and humanities especially in the field of educational theory
  • Höhe: 205 mm
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  • Breite: 144 mm
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  • Dicke: 7 mm
  • 148 gr
978-3-8474-2481-9 (9783847424819)
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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.
I. Introduction
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

V. Conclusion

VI. Bibliography

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