Challenges for the School in a Migration Society -- A Critical Incidents Analysis

Autor/inn/en	Weiss, Sabine; Syring, Marcus; Kiel, Ewald
Titel	Challenges for the School in a Migration Society -- A Critical Incidents Analysis
Quelle	In: Intercultural Education, 30 (2019) 2, S.196-213 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2019.1538089
Schlagwörter	Immigrants; Immigration; Critical Incidents Method; Content Analysis; Parent Teacher Cooperation; Trauma; Teacher Attitudes; Principals; Administrator Attitudes; Conflict; Teacher Student Relationship; Religious Factors; Cultural Differences; Communication Problems; Foreign Countries; Second Language Learning; German; Program Descriptions; Elementary School Students; Secondary School Students; Student Adjustment; Germany + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Inhaltsanalyse; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Lehrerverhalten; Principal; Schulleiter; Konflikt; Teacher student relationships; Lehrer-Schüler-Beziehung; Kultureller Unterschied; Kommunikationsbarriere; Ausland; Zweitsprachenerwerb; Deutscher; Sekundarschüler; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Deutschland
Abstract	The large number of newly arrived people from other countries, particularly children and youth, represents a major challenge for schools and school systems in the EU-28. The present study, conducted in Germany, investigated this situation using the critical incident technique. Critical incidents were collected in group discussions with teachers and principals about challenging events in the context of growing migration. The incidents, including their perceived causes and consequences, were categorised using qualitative content analysis. Events that were frequently present in teachers' everyday work included various types of conflicts concerning pupils, difficult cooperation between teachers and parents and parents banning their children from taking part in particular school activities. The identified causes for such events were diverse, including misunderstandings, diverging cultural and religious concepts, language barriers, structural constraints and some pupils' traumatic experiences influencing the school community. The described incidents had far-reaching consequences, especially for parent-school cooperation and for pupils' integration in the classroom community and academic and personal development. The final part of this article discusses and illustrates how the results can contribute to developing ideas and measures to deal with the identified challenges. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01