TY - CHAP

T1 - Demarcating New Borders: Transnational Migration and New Educational Governance

T2 - empirical Explorations in Greece, Turkey and Germany

AU - Çelik, Çetin

AU - Gomolla, Mechtild

AU - Kantzara, Vasiliki

AU - Kollender, Ellen

AU - Loos, Martina M.

PY - 2023/10/16

Y1 - 2023/10/16

N2 - This paper examines educational exclusions of children and young people in the face of transnational dynamics of (forced) migration and New Educational Governance. The latter is understood as a globally dominant reform model that has – based on the two pillars of deregulation and privatization of (formerly) state responsibility for education and, at the same time, stronger central control via quantitative (output) indicators – profoundly changed educational policies and systems in normative and structuralorganizational terms. The paper attempts to link research at the local level with broader questions arising in the increasingly globalized field of education policy. Drawing on the findings of five qualitative empirical studies in Greece, Turkey and Germany, this paper explores how the developments of New Educational Governance have given rise to new borders, producing ambivalent practices of ‘exclusionary inclusion’ while de-thematizing and externalizing the complex educational realities and needs in times of (forced) migration

AB - This paper examines educational exclusions of children and young people in the face of transnational dynamics of (forced) migration and New Educational Governance. The latter is understood as a globally dominant reform model that has – based on the two pillars of deregulation and privatization of (formerly) state responsibility for education and, at the same time, stronger central control via quantitative (output) indicators – profoundly changed educational policies and systems in normative and structuralorganizational terms. The paper attempts to link research at the local level with broader questions arising in the increasingly globalized field of education policy. Drawing on the findings of five qualitative empirical studies in Greece, Turkey and Germany, this paper explores how the developments of New Educational Governance have given rise to new borders, producing ambivalent practices of ‘exclusionary inclusion’ while de-thematizing and externalizing the complex educational realities and needs in times of (forced) migration

KW - Educational science

UR - https://www.mendeley.com/catalogue/d3004a2a-8b09-33b9-a70b-412d11f8c9b2/

U2 - 10.3224/84742750

DO - 10.3224/84742750

M3 - Article in conference proceedings

SN - 978-3-8474-2750-6

T3 - Schriften der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE)

SP - 65

EP - 76

BT - Ent|grenz|ungen

A2 - Heinemann, Alisha

A2 - Karakaşoğlu, Yasemin

A2 - Linnemann, Tobias

A2 - Rose, Nadine

A2 - Sturm, Tanja

PB - Verlag Babara Budrich

CY - Opladen

ER -