Schule – Gesellschaft – Professionalisierung : Eine rekonstruktiv-dekonstruktive Studie zum Einfluss von Erfahrungsräumen auf das Handeln von Lehrer*innen

Abstract

The book combines an analysis of the actions of teachers with a migrant background in Austria with discourses on school, society and professionalisation. Through a historical-systematic discussion of the colonial past of the Austro-Hungarian monarchy and a post-colonial view of migration after the collapse of the Habsburg Empire, a perspective on the continuity of colonial ways of thinking is developed. Doreen Cerny's work reveals the potential of deconstructive approaches for reconstructive-empirical approaches and discusses the role of post-colonial approaches for educational science.