Mehrsprachigkeitsbezogenes Reflektieren in der Migrationsgesellschaft

Vorstellung einer Didaktisierung für das Lehramtsstudium

Abstract

The path toward an inclusive and diversity-sensitive school system requires a form of teacher education that is both critically reflective and socially aware. A key component of this process is the development of a multilingualism-related reflective competence, which enables (future) teachers to critically examine their own pedagogical practices. The merrem project aims to foster this competence through the use of its higher education teaching materials. At the core of the project is the engagement with anonymized biographical narratives of student teachers who have grown up multilingual or not-multilingual. This engagement is grounded in principles of migration pedagogy and supports the development of a reflective habitus which interweaves personal biographical experience, disciplinary knowledge. Through this process, student teachers learn to recognize external ascriptions, reflect on their entanglement in power relations, and promote inclusion within educational contexts. In turn, the project contributes to the cultivation of a professional ethos that values diversity and enables discrimination-sensitive practices in everyday school life.