07. Social Justice and Intercultural Education
Paper
“It’s a Form of Psychological Warfare Against Educators”: Protective Factors for Sustaining Social Justice Education
Elyse Hambacher1, Jalea Turner1, Denise Desrosiers2
1University of Florida, United States of America; 2University of New Hampshire, United States of America
Presenting Author: Hambacher, Elyse
Public schools should be places where students from diverse backgrounds come together to strengthen their knowledge and skills to maximize their human potential and become active citizens in a vibrant democracy. However, U.S. educators are living in increasingly polarizing times where, as of January 2023, 18 states have passed legislation that bans or restricts how concepts, such as race and equity, are taught in schools, prohibiting complex discussions of systemic injustice (Schwartz, 2023). Book banning and rejecting courses that educate students about African American history (Kim, 2023; Limbong, 2022) reflect the pugnacious state of the current American public classroom. While restrictive legislation of this nature and to this degree may not be prominent across the globe, discussions of “woke education” are occurring in parts of Europe (Cammaerts, 2022). When laws prohibit important social, historical, and political discussions in classrooms in any country, democracy is threatened.
In the context of a heightened politically polarizing time in the US, it is imperative to understand how teachers committed to social justice education (SJE) navigate the complexity of their work. The purpose of our study is to examine the experiences of 17 justice-oriented educators within one school district in the state of New Hampshire, where a law banning the teaching of “divisive concepts” was passed in 2021, as they teach and lead in contentious times. The following research questions guide the study: 1) What supports teachers' commitment to socially just teaching when they encounter opposition to their work? 2) In what ways do these supports operate as protective factors for the teachers' personal and professional wellbeing? We deliberately use the term protective factors because there are forces (e.g., the law, hostility from the community) that threaten the integrity of their practice, and their students’ learning and wellbeing. This study addresses ECER’s conference theme in that it helps us to understand how educators enact SJE in a time of uncertainty, igniting hope and empowering other educators to take part in educating for greater justice.
We draw on the literature related to social justice education and social justice leadership (SJL) to inform the study. Chubbock and Zembylas (2008) define SJE as, “a teacher’s effort to transform policies and enact pedagogies that improve the learning and life opportunities of typically underserved students while equipping and empowering them to work for a more socially just society themselves” (p. 284). As Chubbock and Zembylas (2008) note the focus of SJE is to “improve the learning... of underserved students.” However, often overlooked is another vital part of SJE—the significance and necessity of SJE for privileged students to engender change (Swalwell, 2013). Challenging inequality in these communities must also be part of the larger SJE project (Author, 2021; Swalwell 2013). This is especially important to consider in the current study which takes place in a predominantly white and wealthy district.
An extension of SJE is SJL, which is carried out by leaders who “make issues of race, class, gender, disability, sexual orientation, and other historically and currently marginalizing conditions in the United States central to their advocacy, leadership, practice, and vision” (Theoharis, 2007, p. 223). SJL is a pivotal piece in the educational equity project and goes beyond simply recognizing injustice to interrogating conditions that perpetuate marginalization and supporting justice-oriented change efforts in schools through policy and practice (Flores & Bagwell, 2021; Theoharis & Haddix, 2011).
The findings from this study indicate the kinds of support that bolstered educators’ determination and ability to persist in justice-oriented teaching. The findings offer guidance for educational leaders and educators who face similar challenges to their social justice commitments in communities across the globe.
Methodology, Methods, Research Instruments or Sources UsedSouth Adams School District (SASD) is located in a progressive leaning town in New Hampshire, a small, politically divided state in the U.S. Two thousand students attend its four schools—two elementary, one middle, and one high school. The district serves mostly white students and a small percentage of students of color. Only 5% of students come from low-income households. We selected this district because Author had been working with them to facilitate professional learning opportunities as one part of their larger anti-racist and justice-oriented goals.
Critical ethnographic principles informed the methodological decisions of this study. In this tradition, emancipation and transformation of inequality is a core goal (Carspecken, 1996; Grbich, 2012). An underlying assumption in our research is the current political and cultural state of the U.S. silences the voices and practices of educators, especially those with goals to expose privilege and unequal power relations.
Fourteen teachers and three administrators with various years of teaching experience agreed to participate. Of the 17 participants, two were educators of color and the other 15 identified as white. We wanted to gain a broad understanding of the organization and therefore, deliberately selected participants from various backgrounds to gain an emic perspective, exploring this district culture from the inside (Carspecken, 1996; Spradley, 1980; Wolcott, 1990).
Interviews, field notes, and documents were data collected over a 10-month period. All participants were interviewed twice with semi-structured protocols that asked open-ended questions focused on understanding a birds-eye view of justice-oriented and anti-racist work in the SASD and larger community, as well as their own commitments related to practice and leadership. We observed over 15 justice-oriented events (e.g., school-based professional learning communities).
Three researchers engaged in a thematic analysis using a block and file approach (Grbich, 2012) initially to keep large excerpts intact. First, we read the 34 total interviews, highlighting instances where participants talked about feeling supported in the district. Second, we met as a research team to group and discuss similar kinds of support and wrote descriptive comments about our initial groupings. Analyzing field notes and documents helped us to gain a holistic view of the setting and corroborate our interview data. We refined our themes in an iterative manner until we reached consensus on key findings. Throughout the analysis process, we kept a research log to record ideas, wonderings, and possible themes.
Conclusions, Expected Outcomes or FindingsDespite the teachers’ personal lives feeling threatened and experiencing fear of professional repercussions (Authors, under review), they spoke at length about the means and opportunities that support them through justice-oriented teaching in contentious times. We report on five interconnected kinds of support:
Community-oriented supports are efforts to protect educators’ social justice work by engaging community members in learning and solidarity-building events. Connecting with the local community helps educators feel that they are not alone or unsupported in their efforts and strengthens their ability to persist.
Declarative supports are bold, outward-facing statements and actions that assert the significance of SJE. These declarations may place the individual or institution at risk, yet they continue to persist bravely despite being criticized. While our data points to mostly the superintendent engaging in declarative support for the SASD, school board members and teachers outwardly reaffirmed their efforts to work toward greater justice.
Structural support refers to school or district-wide policies and procedures put in place to provide the organization with a framework for decision-making related to teaching and interactions with families. Educators explained that they use their district’s anti-racism, transgender, and controversial topics policies as they teach and lead in contentious times.
Legal support refers to counsel provided by an attorney that gives insight into the possibilities and limitations of teachers' instructional practice within the new constraints of divisive concepts legislation (DCL). This legal counsel aims to empower and protect teachers by providing a level of clarity surrounding the law and how it directly impacts their practice.
Instructional support includes professional learning opportunities and experiences within the district and individual schools that strengthens teachers' development and enactment of SJE. These continual opportunities to learn allowed educators to deepen their knowledge and their instructional strategies to sustain their justice-oriented commitments.
ReferencesAuthor (2021).
Authors, under review.
Carspecken, P. F. (1996). Critical ethnography in educational research: A theoretical and practical guide. Psychology Press.
Cammaerts, B. (2022). The abnormalisation of social justice: The ‘anti-woke culture war’ discourse in the UK. Discourse & Society, 33(6), 730-743.
Chubbuck, S., & Zembylas, M. (2008). The emotional ambivalence of socially just teaching: A case study of a novice urban schoolteacher. American Educational Research Journal, 45(2), pp. 274-318. https://doi.org/10.3102/0002831207311586
Flores, C., & Bagwell, J. (2021). Social justice leadership as inclusion: Promoting inclusive practices to ensure equity for all. Educational Leadership and Administration: Teaching and Program Development, p. 31-43. https://files.eric.ed.gov/fulltext/EJ1318516.pdf. Accessed September 29, 2023
Grbich, C. (2012). Qualitative data analysis: An introduction. Sage.
Kim, J. (2023, January 22). Florida says AP class teaches critical race theory. Here’s what’s really in the course. NPR. https://www.npr.org/2023/01/22/1150259944/florida-rejects-ap-class-african-american-studies. Accessed September 26, 2023
Limbong, A. (2022, September 19). New report finds a coordinated rise in attempted book bans. MPR News. https://www.mprnews.org/story/2022/09/19/npr-new-report-finds-a-coordinated-rise-in-attempted-book-bans?gclid=CjwKCAjw5MOlBhBTEiwAAJ8e1sdSXuZOnGm-I4oScfWVpkc9xLd1B7Ph0LFA35F5qUbX0rznyx8jqhoCajkQAvD_BwE. Accessed September 26, 2023
Schwartz, S. (2023, June 13). Map: Where critical race theory is under attack. Education Week. https://www.edweek.org/policy-politics/map-where-critical-race-theory-is-under-attack/2021/06. Accessed September 26, 2023
Spradley, J. (1980). Participant observation. New York: Holt, Rinehart, and Winston.
Swalwell, K. (2013). Educating activist allies: Social justice pedagogy with the suburban and urban elite. Routledge.
Theoharis, G. (2007). Social justice educational leaders and resistance: Toward a theory of social justice leadership. Educational Administration Quarterly, 43(2), 221-258.
Theoharis, G., & Haddix, M. (2011). Undermining racism and a whiteness ideology: White principals living a commitment to equitable and excellent schools. Urban Education, 46(6), 1332-1351.
Wolcott, H. F. (1990). Making a study “more ethnographic.” Journal of Contemporary
Ethnography, 19(1), 44-72.
07. Social Justice and Intercultural Education
Paper
The Role Of Conflict As A Catalyst In The Formation Of Pre-Service Teachers’ Identity
Rakefet Erlich Ron, Shahar Gindi
Beit Berl College, Israel
Presenting Author: Erlich Ron, Rakefet;
Gindi, Shahar
In theories of group behavior, the concept of social identity is extremely useful because it describes individuals in terms of multiple hierarchical affiliations. Thanks to an almost unlimited capacity for rationalization, most humans cope well with multiple identities and loyalties in conflict situations. Alongside this, there are often situations in which the conflict is present and requires the person to bridge it and find a balance (Magen-Nagar & Steinberger, 2016).
Developmental psychologist Erik Erikson (1968) conceptualized an individual's identity as a multifaceted structure dynamically evolving and undergoing gradual changes over time. A crucial element within the components of one's identity is one’s professional identity (Popper-Giveon & Shayshon, 2017. Rodgers and Scott (2008) referred to the negotiation processes that take place in relation to professional identity. They posit that the identity structure is in a constant process of construction, development and changes while at the same time having a tendency to show coherence. They referred to identity as contextual, developing in relation to social, cultural, political and historical aspects, and during negotiations with the ‘other’.
Aligned with the process approach, these assumptions correspond to the perspective that characterizes individuals’ current identity state and delineates the state of their identity at a specific moment (Kroger & Marcia, 2011). The process approach posits that individuals actively seek information about themselves and their surroundings to inform decision-making and meaningful choices in life. These simultaneous processes entail a commitment to a sequence of choices and decisions among identity alternatives, all the while acquiring the necessary knowledge to evaluate these alternatives (Alsanafi & Noor, 2019; Steinberger, 2022).
Identity processes are accelerated in times of conflict. Thus, in a state of incompatibility, when individuals are exposed to central identity conflicts (Van der Gaag et al., 2020) they may feel their basic needs and values threatened. As a result, they may be prevented from considering identity alternatives. Frequent and significant conflict serves as a catalyst for change and action. Reinforcement for this exists in the theory of cognitive dissonance (Festinger, 1962; Harmon-Jones & Mills, 2019), according to which individuals naturally strive for balance. When a conflict disturbs the balance, individuals will be motivated to resolve it in order to reduce the discrepancy.
In this research we approach identity formation both from a process approach and a socio-cultural perspective that takes into account the contextual factors influencing identity formation. For example, Côté (2006) highlighted the development of a contextual approach as a central challenge in identity research. Theoretical models addressing identity development grapple with this challenge by acknowledging the psychosocial context in the formation of identity (Côté & Levine, 2014).
This study aimed to explore the process of identity formation among Arab Pre-Service Teachers (PSTs) who aspired to teach in Jewish schools. The sample comprised 14 Arab PSTs undergoing training, engaged in a unique program called “Cross-Teach” that involved the retraining of Jewish academics to teach in Arab schools and vice versa. As part of the program, the PSTs participated in a one-day-a-week practicum in schools from the ‘other’ stream, presenting various identity conflict situations. The primary research questions focused on understanding the identity processes experienced by Arab PSTs during their training. This included examining the encountered identity conflicts, assessing whether these conflicts acted as catalysts for regrouping, and exploring the ways in which the PSTs navigated and integrated this complexity into their identity.
Methodology, Methods, Research Instruments or Sources UsedThis study is based on data collected throughout the 2022-2023 school year. The information collected included 10 interviews with PSTs in the Cross-Teach program and three focus groups with between 5-6 PSTs each. The interviews lasted between an hour and an hour and a half and focus groups lasted between an hour and a half to two hours. All the information was transcribed and uploaded to a qualitative analysis software. The qualitative data analysis used NVIVO software (Bazeley, 2022). This method supports the researcher in storing, coding and systematically retrieving qualitative data (Wood & Bloor, 2006), thereby increasing the accuracy, reliability and transparency of qualitative investigations (Liamputtong, 2020). The coders used a qualitative content analysis method to identify the recurrence of themes and patterns through data reduction efforts, the interpretation of the text and the attempt to identify consistency and core meanings within it (Patton, 2014). As part of the classification process, data are extracted into segments, inductively coded into categories, and grouped and compared with similar segments from other observations. Thus, this flexible method typically combines concept-driven and data-driven categories so that the overall coding framework is consistent with the data (Schreier, 2014).
The interviews and focus groups utilized a semi-structured guide constructed in alignment with the research questions. Four Ph.D. holders, each specializing in distinct fields (psychology, sociology, education, and philosophy), served as interviewers. For the focus groups, two of the Ph.D. interviewers led one group, while research assistants supported the other two researchers in conducting the remaining focus groups. Two of the interviewers were native Arabic speakers, and the other two were native Hebrew speakers. Consequently, some interviews and one focus group were conducted in Arabic, with subsequent translation into Hebrew following transcription.
Conclusions, Expected Outcomes or FindingsThe study on the role of conflict as a catalyst in identity formation among Arab PSTs aspiring to teach in Jewish schools may provide valuable insights into the complex nature of identity processes in the context of intercultural education. Initial findings support the notion that identity processes are accelerated in times of conflict and underscore the dynamic nature of identity formation. It seems that the participants experienced conflict as a driving force for reevaluation, regrouping, and decision-making in their identity development. The study aligns with the call for a contextual approach in identity research, acknowledging the influence of social, cultural, political, and historical factors on identity formation.
The study's unique context, with Arab and Jewish PSTs studying together, adds a layer of complexity to the examination of identity processes. Coexisting in the same teacher training program, these groups explore how intercultural dynamics and shared educational goals shape identity. Including Arab and Jewish lecturers enriches the study. Diverse lecturer backgrounds, with some having minority backgrounds, provide added dimensions. Dynamics between staff and PSTs may serve as a model, offering nuanced understanding of identity negotiation in diverse environments.
The findings have implications for teacher training programs that involve intercultural experiences. Understanding the role of conflict as a catalyst for identity development among PSTs is crucial for designing effective training programs. Teacher educators and program developers should consider integrating strategies that recognize and address identity conflicts, fostering a supportive environment for PSTs navigating the complexities of identity formation.
In conclusion, this study advances our understanding of the interplay between conflict and identity formation in intercultural teacher training programs. The insights gained have implications for educational practices and underscore the need for improved approaches to identity development in contexts characterized by cultural diversity and conflict.
ReferencesAlsanafi, I. H., & Noor, S. N. F. B. M. (2019). Development of black feminine identity in two Postmodern American plays through appraisal framework: Comparative study. Amazonia Investiga, 8(21), 104-116.
Bazeley, P. (2022). Designing for Multimodal Data and Mixed Methods within a Qualitative Framework. The SAGE Handbook of Qualitative Research Design (pp.604-617). Sage.
Côté, J. (2006). Identity studies: How close are we to developing a social science of identity? - An appraisal of the field. Identity, 6(1), 3-25.
Côté, J. E., & Levine, C. G. (2014). Identity, formation, agency, and culture: A social psychological synthesis. Psychology Press.
Erikson, E. H. (1968). Identity youth and crisis (No. 7). WW Norton & company.
Festinger, L. (1962). A theory of cognitive dissonance (Vol. 2). Stanford university press.
Harmon-Jones, E., & Mills, J. (2019). An introduction to cognitive dissonance theory and an overview of current perspectives on the theory.
Kroger, J., & Marcia, J. E. (2011). The identity statuses: Origins, meanings, and interpretations. In Handbook of identity theory and research (pp. 31-53). New York, NY: Springer New York.
Magen-Nagar, N. and Steinberger, P. (2016). The essence of the conflicts in the process of forming the professional identity of teachers in a changing reality. Multifaceted: Research and Discourse 2(15), 17-48. (Hebrew)
Patton, M. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice. Sage publications.
Popper-Giveon, A., & Shayshon, B. (2017). Educator versus subject matter teacher: The conflict between two sub-identities in becoming a teacher. Teachers and Teaching, 23(5), 532-548.
Rodgers, C. R., & Scott, K. H. (2008). The development of the personal self and professional identity in learning to teach. In Handbook of research on teacher education (pp. 732-755). Routledge.
Schreier, M. (2012). Qualitative content analysis in practice. Sage.
Steinberger, P. (2022). The relationship between experience in conflict management simulation and formation of professional identity of education students. Multifaceted: Research and Discourse, 22, 181-206. (Hebrew)
Van der Gaag, M. A., De Ruiter, N. M., Kunnen, S. E., & Bosma, H. (2020). The landscape of identity model: An integration of qualitative and quantitative aspects of identity development. Identity, 20(4), 272-289.
Wood, F., & Bloor, M. (2006). Keywords in qualitative methods: A vocabulary of research concepts. Keywords in Qualitative Methods, 1-208.
07. Social Justice and Intercultural Education
Paper
Being a Teacher in a Raciolinguistic World: Internalised Language-based Racism as a Subject of Teacher Education and Professionalisation Research
Gizem Evin Dağ, M Knappik
University of Wuppertal, Germany
Presenting Author: Dağ, Gizem Evin;
Knappik, M
Linguicism is language-based racism (Dirim 2010). In its direct form, linguicism includes institutional and individual language bans, and in its more subtle forms, it extends to explicit or unspoken expectations on desired language use. Structurally, linguicism is closely interwoven with racial ideologies and often refers to racism-related marginalisation (Rosa 2019). This raciolinguistic connection is particularly evident in the devaluation of the languages of migrant multilingual persons. This is also expressed in the hierarchisation of languages and their speakers in schools (Knappik/Ayten 2020), which is reflected, among other things, in the different prestige of languages and in the contrasting treatment of foreign languages such as English and French in schools compared to so-called heritage languages such as Turkish or Polish. This hierarchy of languages is of great importance in schools, as it habitually frames the linguistic behaviour of all actors (Doğmuş 2022), which is particularly salient as schools are, at all times, linguistic spaces of teaching and learning. Teacher training itself also contributes to the reproduction of linguicism through the language-related "de_thematisation of migration society orders" (Shure 2021), the unequal assessment of linguistic competences and the creation of exclusions along the category of language (Knappik/Dirim/Döll 2013).
While experiences of racism by pupils, university students and teachers have been investigated more in recent years (Akbaba/Bello/Fereidooni 2022), experiences of linguicism of teachers have barely been explored yet. However, this topic is particularly urgent for teacher education:
- Experiences of racism in the professional environment have a severe impact on health (Madubuko 2020). Initial studies show that experiences of linguicism are particularly powerful in this context due to the importance of language for learning and teaching in schools (Ayten/Hägi-Mead 2023).
- Migrant multilingual teachers often experience a complex confrontation with expectations of loyalty directed at them, which are seen as achievable through the exclusive use of one national language only (Fereidooni 2016). They also experience “control attempts" (Mai 2020) related to the languages they use, and the often very painful devaluation of their other languages (Ayten/Hägi-Mead 2023).
- The forms in which internalised linguicism (based on the term "internalised racism", Bivens 2005) affects the professional self-image and professional actions of affected teachers have not yet been investigated. Initial insights into our data show a highly complex network of cross-referencing effects between professionalisation efforts and the risk of deprofessionalisation, which appears to manifest itself in reproductions of linguistic structures that are ultimately directed against the individual teachers themselves. This complex has not yet been investigated, nor are there any corresponding programmes for teacher training.
Our data indicate that pre-service teacher training in particular is an institution in which linguicism plays a decisive role in the development of the linguistic professional self-image.
Our data also show that experiences of linguicism play a major role in teachers' decisions to leave the profession. In view of the shortage of teachers and the educational policy hopes regarding teachers with a so-called migration background (Akbaba/Bräu/Zimmer 2013), this is a particularly great loss.
In order to better understand how teachers experience and internalise linguicism in schools, our guiding research question is:
How do teachers experience linguicism in schools and how do they interpret their experiences? A particular focus will be on exploring the phenomenon of internalised linguicism and its significance for the professionalisation of teachers.
Methodology, Methods, Research Instruments or Sources Used14 semi-standardised interviews with multilingual migrant teachers were conducted and transcribed. The interviews were conducted by a multilingual migrant researcher in order to create a space of potentially shared experience and understanding during the interviews. Translanguaging practices were used freely during the interview by the interviewer to ensure free language choice during the interviews. The interviewees used translanguaging practices correspondingly. The interviews are analysed using line-by-line sequential analysis (Reichertz 2016) in order to create detailed understandings of the phenomenon of (internalised) linguicism as experienced by teachers. The use of translanguaging by the interviewees is part of the analysis, as it seems that language choices corresponded to the vulnerable nature of the experiences shared.
For selected sections, collaborative interpretation sessions with a team of researchers will be held. These researchers share theoretical expertise in racism and linguicism studies, and for the most part also share biographical experiences with racism and linguicism. Special attention is being paid to reflect the power dynamics within the research team and during the interpretation processes. This will be done by discussing questions of power dynamics and by creating audio recordings of interpretation sessions, analysing the recordings und subsequently reflecting on the insights.
Conclusions, Expected Outcomes or FindingsTeachers' experiences of linguicism are an urgent subject of investigation in order to develop programmes for teacher training, improve the health and well-being of teachers affected by linguicism and prevent them from leaving the profession due to their experiences of linguicism. To do this, however, it is necessary to understand the phenomenon of experiences of linguicism in the institution of school in more detail, which is the goal of our study.
We expect to gain a deeper understanding of the phenomenon, in particularly of the internalisation of linguicism, of its contributing factors, its effects on teachers and their professional self-image, and on their strategies of resilience.
ReferencesAkbaba, Yalız/Bello, Bettina/Fereidooni, Karim (Hrsg.) (2022): Pädagogische Professionalität und Migrationsdiskurse. Pädagogische Professionalität und Migrationsdiskurse. Wiesbaden, Heidelberg: Springer VS.
Akbaba, Yalız/Bräu, Karin/ Zimmer, Meike (2013): Erwartungen und Zuschreibungen. Eine Analyse und kritische Reflexion der bildungspolitischen Debatte zu Lehrer/innen mit Migrationshintergrund. In K. Bräu, V. B. Georgi, Y. Karakaşoğlu, & C. Rotter (Hrsg.): Lehrerinnen und Lehrer mit Migrationshintergrund. Zur Relevanz eines Merkmals in Theorie, Empirie und Praxis. Münster, New York, München, Berlin: Waxmann, S. 37–57.
Ayten, Aslı Can/Hägi-Mead, Sara (2023): „Lass, mach es nicht, denk an deine eigene Gesundheit“. SchulVerwaltung aktuell 11, 3, S. 82-85.
Bivens, Donna K. (2005): What is internalized racism? In: M. Potapchuk, S. Leiderman, D. K. Bivens & B. Major (Hrsg.): Flipping the Script: White Privilege and Community Building. Silver Spring: MP Associates, S. 43–51.
Dirim, İnci (2010): "Wenn man mit Akzent spricht, denken die Leute, dass man auch mit Akzent denkt oder so.". Zur Frage des (Neo-)Linguizismus in den Diskursen über die Sprache(n) der Migrationsgesellschaft. In P. Mecheril, i. Dirim, M. Gomolla, S. Hornberg & K. Stojanov (Hrsg.): Spannungsverhältnisse. Assimilationsdiskurse und interkulturell-pädagogische Forschung. Münster, New York, München, Berlin: Waxmann, S. 91–112.
Doğmuş, Aysun (2022): Professionalisierung in Migrationsverhältnissen. Eine rassismuskritische Perspektive auf das Referendariat angehender Lehrer*innen. Pädagogische Professionalität und Migrationsdiskurse. Wiesbaden: Springer VS.
Fereidooni,Karim (2016): Diskriminierungs- und Rassismuserfahrungen im Schulwesen: Eine Studie zu Ungleichheitspraktiken im Berufskontext. Springer Fachmedien Wiesbaden.
Knappik, M/Ayten, Aslı Can (2020): Was ist die beste Sprache? Zur Rassismusrelevanz der Ungleichmachung von Sprachen. In: K. Fereidooni & N. Simon (Hrsg.): Rassismuskritische Fachdidaktiken. Theoretische Reflexionen und fachdidaktische Entwürfe rassismusskritischer Unterrichtsplanung. Pädagogische Professionalität und Migrationsdiskurse. Wiesbaden: Springer VS, S. 233–265.
Knappik, M/Dirim, İnci/Döll, Marion (2013): Migrationsspezifisches Deutsch und die Wissenschaftssprache Deutsch. Aspekte eines Spannungsverhältnisses in der Lehrerausbildung. In: Eva Vetter (Hg.): Professionalisierung für Vielfalt. Die Ausbildung von Sprachenlehrer/innen. Baltmannsweiler: Schneider Verlag Hohengehren, S. 42–61.
Madubuko, Nkechi (2020): Berufsbiographische Akzeptanzerfahrungen und Stressempfinden. In: P. Genkova & A. Riecken (Hrsg.): Handbuch Migration und Erfolg. Psychologische und sozialwissenschaftliche Aspekte. Springer Fachmedien Wiesbaden: Wiesbaden, S. 425–444.
Mai, Hanna Hoa Anh (2020): Pädagog*innen of Color. Professionalität im Kontext rassistischer
Normalität. Wiesbaden: Beltz-Juventa.
Reichertz, Jo (2016): Qualitative und interpretative Sozialforschung. Eine Einladung. Lehrbuch. Wiesbaden: Springer VS.
Rosa, Jonathan (2019): Looking like a language, sounding like a race. Raciolinguistic ideologies and the learning of Latinidad. Oxford studies in the anthropology of language. New York, NY, United States of America: Oxford University Press.
Shure, Saphira (2021): De_Thematisierung migrationsgesellschaftlicher Ordnungen. Lehramtsstudium als Ort der Bedeutungsproduktion. Weinheim: Beltz.
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