Regimes of belonging - schools - migrations : teaching in (trans)national constellations

Abstract

This edited volume presents international perspectives on the nexus of transnationality, schools and teacher education. It aims to critically discuss whether the national orientation of schools and teacher education is appropriate in light of increasing migration and transnationality. The contributions offer ideas from international teacher education research and school pedagogical practice in different nation-state contexts such as Austria, Canada, Chile, Greece, Israel, Japan, Switzerland, Turkey, the UK, and the USA. They all have in common that they are concerned with the question of which empirical and theoretical approaches are suitable for describing the phenomena of pedagogical-professional dealings with migration-related and transnational demands on schools found in the field of schools and teacher education. In raising this question, they do not reduce the analytical focus on migrants, whatever is meant by this expression, and their migration paths, actions or attitudes. Instead, the authors analyse the global interconnectedness and entanglements – each embedded in their specific national and global societal power structures and hierarchical relationships – and the country-specific and transnational structures and contextual conditions of schools and teacher education. These structures and conditions affect all school actors.