Reconfiguring the relationship between ‘immigrant parents’ and schools in the post-welfare society. The case of Germany
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In: British Journal of Sociology of Education, Vol. 43, No. 5, 2022, p. 718-736.
Research output: Journal contributions › Journal articles › Research › peer-review
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TY - JOUR
T1 - Reconfiguring the relationship between ‘immigrant parents’ and schools in the post-welfare society. The case of Germany
AU - Gomolla, Mechtild
AU - Kollender, Ellen
N1 - Publisher Copyright: © 2022 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2022
Y1 - 2022
N2 - This article problematises the discourse on ‘immigrant parents’ against the backdrop of a broader transformation of the welfare state in migration societies such as Germany. While studies have shown that post-welfare rationalities play a prominent role in shaping perceptions of what constitutes a ‘good parent’, little research has been conducted on how these dynamics influence political perceptions related to diversity in school and to ‘immigrant parents’ in particular. To fill this gap, the article presents results from a discourse analysis of the culturalist framing of ‘immigrant parents’–in interaction with assignments regarding social background and gender–within the field of education as gleaned from political documents from the post-war period. By exploring developments in political narratives around the school-parent relationship, the study highlights how current educational reforms foster processes of parents’ ‘exclusionary participation’ in schools by emphasising and strengthening individualistic and assimilationist approaches to education.
AB - This article problematises the discourse on ‘immigrant parents’ against the backdrop of a broader transformation of the welfare state in migration societies such as Germany. While studies have shown that post-welfare rationalities play a prominent role in shaping perceptions of what constitutes a ‘good parent’, little research has been conducted on how these dynamics influence political perceptions related to diversity in school and to ‘immigrant parents’ in particular. To fill this gap, the article presents results from a discourse analysis of the culturalist framing of ‘immigrant parents’–in interaction with assignments regarding social background and gender–within the field of education as gleaned from political documents from the post-war period. By exploring developments in political narratives around the school-parent relationship, the study highlights how current educational reforms foster processes of parents’ ‘exclusionary participation’ in schools by emphasising and strengthening individualistic and assimilationist approaches to education.
KW - activating welfare state
KW - discourse analysis
KW - Germany
KW - Parents
KW - racialisation
KW - school
KW - Educational science
UR - http://www.scopus.com/inward/record.url?scp=85128162274&partnerID=8YFLogxK
U2 - 10.1080/01425692.2022.2058463
DO - 10.1080/01425692.2022.2058463
M3 - Journal articles
AN - SCOPUS:85128162274
VL - 43
SP - 718
EP - 736
JO - British Journal of Sociology of Education
JF - British Journal of Sociology of Education
SN - 0142-5692
IS - 5
ER -