Conditions of Success in Intercultural School Development: Group Discussions About the Requirements of and Attitudes Toward Intercultural School Development

Authors

  • Sabine Weiß Ludwig-Maximilians-Universität München
  • Marcus Syring Ludwig-Maximilians-Universität München
  • Ewald Kiel Ludwig-Maximilians-Universität München

DOI:

https://doi.org/10.17169/fqs-18.2.2679

Keywords:

attitude, content analysis, culture, group discussion, immigration, language barrier, school development, teacher training

Abstract

In this study we investigate how intercultural school development can succeed, taking into account the perspective of teachers, principals, and mentors to teacher trainees. The large number of immigrant children and youth results in pressures on schools and school systems to act on their behalf. In the framework of investigative group discussions, teachers, principals, and mentors identified organizational structures, measures, cooperation, and attitudes which are important for an intercultural school development process. These requirements were grouped into categories using content analysis according to MAYRING (2010). From the findings, conditions for a successful school development process were derived. These conditions affect the organizational, personal and social levels. Schools must reach out to immigrant parents and encourage them to participate in school life as well as involving external support systems such as youth welfare services, therapeutic and medical institutions. Moreover, schools need to initiate counseling for both students and teachers, to strengthen teamwork and to reflect on attitudes towards diversity. Without providing further resources and further training, intercultural school development cannot be realized. Language barriers between teachers, students, and parents require structural changes as well as support for individual schools.

URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs170281

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Author Biographies

Sabine Weiß, Ludwig-Maximilians-Universität München

PD Dr. Sabine WEIß arbeiten als Akademische Rätin am Lehrstuhl für Schulpädagogik an der Ludwig-Maximilians-Universität München. Arbeits- und Forschungsschwerpunkte: Inklusion, Lehrer/innengesundheit, interkulturelle Schulentwicklung.

Marcus Syring, Ludwig-Maximilians-Universität München

Dr. Marcus SYRING arbeitet als Akademischer Rat a.Z. am Lehrstuhl für Schulpädagogik der Ludwig-Maximilians-Universität München. Arbeits- und Forschungsschwerpunkte: Lehrer/innenprofessionalität und Lehrer/innenbildung, Jugendforschung, Classroom-Management, Umgang mit Heterogenität.

Ewald Kiel, Ludwig-Maximilians-Universität München

Prof. Dr. Ewald KIEL ist Ordinarius für Schulpädagogik, Direktor des Departments für Pädagogik und Rehabilitation und Leiter Abteilung für Schul- und Unterrichtsforschung an der Ludwig-Maximilians-Universität München. Arbeits- und Forschungsschwerpunkte: Lehrer/innenprofessionsforschung, Inklusion, interkulturelle Schulentwicklung, Unterrichtsgestaltung.

Published

2017-05-02

How to Cite

Weiß, S., Syring, M., & Kiel, E. (2017). Conditions of Success in Intercultural School Development: Group Discussions About the Requirements of and Attitudes Toward Intercultural School Development. Forum Qualitative Sozialforschung Forum: Qualitative Social Research, 18(2). https://doi.org/10.17169/fqs-18.2.2679

Issue

Section

Single Contributions