Discourse Ethnography on Migrant Other Teachers: Turn the Stigma into Capital!
Yaliz Akbaba
Cite this publication as
Yaliz Akbaba, Discourse Ethnography on Migrant Other Teachers: Turn the Stigma into Capital! (2017), Beltz Juventa, 69469 Weinheim, ISSN: 2195-867X, 2017 #03, S.309
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Descripción / Abstract
Zusammenfassung: Während der Migrationshintergrund im Kontext Schule in der Regel mit Problemen verbunden wird, wendet der Verwertungsdiskurs über migrationsandere LehrerInnen diesen in eine zu nutzende Ressource. Die widersprüchlichen Deutungen von Migration gehören zum selben Repräsentationsregime, das über Stereotypisierung die zu "Anderen" gemachten ausschließt. Zwei ethnografische Fallbeispiele werden postkolonialen Perspektiven unterzogen und zeichnen den Ertrag der Diskursethnografie in Form der gewonnenen Theorie des double-binding ethnicity nach: LehrerInnen sollen sich aufgrund eines Merkmals als nützlich erweisen, dessen Sichtbarmachung für sie mit Risiken von Marginalisierung und Diskreditierung einhergeht.
Schlagwörter: Migrationsforschung, postkolonial, Migrationshintergrund, Reflexivität, Stigma, Lehrer
Summary: Countering the usual discourse that characterizes migrant other students as a social problem, migrant other teachers are imagined as very useful teachers. The discourses are identified as parts of the same symbolic order stereotypically representing those to be excluded. My discourse ethnographic approach combines field participation with discourse analysis. The postcolonial reading of ethnographic data digs deep to see how the discourses double bind the teachers in situ, generating the theory of double-binding ethnicity: while the teachers are implicitly requested to capitalize their "foreignness", they are called upon to do so within reference frames that (threaten to) marginalize them.
Keywords: qualitative research, participant observation, integration, subjectivity, epistemic reflexivity
Schlagwörter: Migrationsforschung, postkolonial, Migrationshintergrund, Reflexivität, Stigma, Lehrer
Summary: Countering the usual discourse that characterizes migrant other students as a social problem, migrant other teachers are imagined as very useful teachers. The discourses are identified as parts of the same symbolic order stereotypically representing those to be excluded. My discourse ethnographic approach combines field participation with discourse analysis. The postcolonial reading of ethnographic data digs deep to see how the discourses double bind the teachers in situ, generating the theory of double-binding ethnicity: while the teachers are implicitly requested to capitalize their "foreignness", they are called upon to do so within reference frames that (threaten to) marginalize them.
Keywords: qualitative research, participant observation, integration, subjectivity, epistemic reflexivity