Demarcating New Borders: Transnational Migration and New Educational Governance: empirical Explorations in Greece, Turkey and Germany
Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review
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Ent|grenz|ungen: Beiträge zum 28. Kongress der Deutschen Gesellschaft für Erziehungswissenschaft. ed. / Alisha Heinemann; Yasemin Karakaşoğlu; Tobias Linnemann; Nadine Rose; Tanja Sturm. Opladen: Verlag Babara Budrich, 2023. p. 65-76 ( Schriften der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE)).
Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review
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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 -