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Title
Institutional mechanisms of inclusion and exclusion in Austrian pre-service teacher education
Authors
SourceTertium comparationis 21 (2015) 2, S. 185-204 ZDB
Document  (358 KB)
License of the document In copyright
Keywords (German)
sub-discipline
Document typeArticle (journal)
ISSN0947-9732; 09479732
LanguageEnglish
Year of creation
review statusPeer-Reviewed
Abstract (English):Based on the Austrian government's program of the XXIVth legislation period, which recommends to "offer incentives so that more qualified people with a migration background start pedagogical training," 1 (Bundeskanzleramt, 2008, p. 203) the Austrian Federal Ministry for Education, the Arts and Culture funded a nationwide project named 'Diversity and multilingualism in pedagogical professions' to reduce the underrepresentation of teachers with a so-called migration background. 35 expert interviews were conducted with teachers of seven Austrian universities of education. This article gives a summary of the results of a secondary analysis; they are presented as a reconstruction of different ways of talking about teachers and teacher students in a context of migration and multilingualism, including attributions of specific responsibilities and de-qualifications of teachers seen as migrant others. The results show that language ideologies, in particular the concept of 'native speakerism' serve to legitimize gate-keeping measures. (DIPF/Orig.)
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Date of publication03.06.2022
CitationDöll, Marion; Knappik, Magdalena: Institutional mechanisms of inclusion and exclusion in Austrian pre-service teacher education - In: Tertium comparationis 21 (2015) 2, S. 185-204 - URN: urn:nbn:de:0111-pedocs-246412 - DOI: 10.25656/01:24641
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