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Umgang mit Immigranten im deutschen Schulsystem: Konsequenzen für die Sonderpädagogik

Umgang mit Immigranten im deutschen Schulsystem: Konsequenzen für die Sonderpädagogik

          
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About the Book

Diese Arbeit sollte ursprünglich klären, warum in den Sonderschulen Deutschlands überproportional viele Kinder von Migranten eingeschult werden. So wird ein Kind mit Migrationshintergrund mit ungefähr der doppelten Wahrscheinlichkeit eines deutschen Kindes an eine Sonderschule versetzt. Bei den Recherchen zu dieser Problematik stellte sich jedoch heraus, dass sich eine Chancenungleicheit im gesamten deutschen Bildungssystem wiederfinden lässt und sie nicht ein spezifisches Problem der Sonderschulen ist. Schüler mit ausländischem Hintergrund sind auf den Gymnasien und erst recht auf den Hochschulen chronisch unterrepräsentiert. Wie kommt es zu diesem Misstand? Ein wohl maßgebliches Werk von Gomolla und Radtke zu dieser Thematik verortet die Mechanismen in der Eigenlogik des Organismus Schule. Die These der Institutionellen Diskriminierung unterstellt, dass sich das Schulsystem, durch Rückgriff auf ungültige Klischees zu legitimieren suche. Solch eine Analyse der Problematik greift zu kurz und verschenkt Chancen zur Lösung der Probleme bezüglich der Chancengleichheit in der Bildung. Eine gerechte Verteilung des Rohstoffes Bildung ist unabdingbar für eine gelungene Integration in die Gesellschaft dieses Landes. Menschen mit Migrationshintergrund müssen eine andere Behandlung durch das Bildungssystem erfahren und auch eigene Verantwortung übernehmen um des gelungenen Zusammenlebens der Bevölkerung willen. Deutschland ist arm an Bodenschätzen und natürlichen Ressourcen. Es ist auf eine hochwertige Bildung aller hier Lebenden angewiesen, um seinen Platz im globalisierten Wettbewerb zu behaupten. Darüber hinaus wird die Chancengleichheit aller Einwohner schon im Grundgesetz gefordert, für deren Verwirklichung eine Gerechtigkeit bezüglich der Bildungschancen unverzichtbar ist. Dieser Text soll auf die Hindernisse, die einer fairen Verteilung von Bildung, beziehungsweise sozialem Kapital, im Weg stehen, hinweisen. Einer Beschreibung des Status quo und seiner Analyse folge
About the Author: Daniel Bick, erstes Staatsexamen für das Lehramt an Förderschulen mit Auszeichnung, studierte an der Johann Wolfgang von Goethe Universität in Frankfurt am Main die Fachrichtungen Praktisch Bildbare und Lernhilfe, im Rahmen eines Lehramtsstudiums, derzeit tätig in der Einzelfallbetreung und im Vorbereitungsdienst für das Lehramt des Landes Hessen.


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Product Details
  • ISBN-13: 9783836652933
  • Publisher: Diplomica Verlag Gmbh
  • Binding: Paperback
  • Language: German
  • Returnable: N
  • Spine Width: 4 mm
  • Weight: 136 gr
  • ISBN-10: 3836652935
  • Publisher Date: 06 Dec 2007
  • Height: 254 mm
  • No of Pages: 68
  • Series Title: German
  • Sub Title: Konsequenzen für die Sonderpädagogik
  • Width: 178 mm


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Umgang mit Immigranten im deutschen Schulsystem: Konsequenzen für die Sonderpädagogik
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Umgang mit Immigranten im deutschen Schulsystem: Konsequenzen für die Sonderpädagogik
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