Reconfiguring the relationship between ‘immigrant parents’ and schools in the post-welfare society. The case of Germany

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Reconfiguring the relationship between ‘immigrant parents’ and schools in the post-welfare society. The case of Germany. / Gomolla, Mechtild; Kollender, Ellen.
In: British Journal of Sociology of Education, Vol. 43, No. 5, 2022, p. 718-736.

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@article{cfabb3c9792b4e9791447fc1fb92e015,
title = "Reconfiguring the relationship between {\textquoteleft}immigrant parents{\textquoteright} and schools in the post-welfare society. The case of Germany",
abstract = "This article problematises the discourse on {\textquoteleft}immigrant parents{\textquoteright} 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 {\textquoteleft}good parent{\textquoteright}, little research has been conducted on how these dynamics influence political perceptions related to diversity in school and to {\textquoteleft}immigrant parents{\textquoteright} in particular. To fill this gap, the article presents results from a discourse analysis of the culturalist framing of {\textquoteleft}immigrant parents{\textquoteright}–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{\textquoteright} {\textquoteleft}exclusionary participation{\textquoteright} in schools by emphasising and strengthening individualistic and assimilationist approaches to education.",
keywords = "activating welfare state, discourse analysis, Germany, Parents, racialisation, school, Educational science",
author = "Mechtild Gomolla and Ellen Kollender",
note = "Publisher Copyright: {\textcopyright} 2022 Informa UK Limited, trading as Taylor & Francis Group.",
year = "2022",
doi = "10.1080/01425692.2022.2058463",
language = "English",
volume = "43",
pages = "718--736",
journal = "British Journal of Sociology of Education",
issn = "0142-5692",
publisher = "Taylor and Francis Ltd.",
number = "5",

}

RIS

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 -