<\/p>\n\n\n\n
Professionalisierung und Schulentwicklung in Migrationsverh\u00e4ltnissen<\/strong><\/p>\n\n\n\n Project management: Dr.<\/abbr> Aysun Do\u011fmu\u015f<\/a><\/p>\n\n\n\n Funding: Internal Research Funding of Helmut Schmidt University Hamburg (IFF)<\/p>\n\n\n\n Duration: 01.07.2021 – 30.06.2023<\/p>\n\n\n\n The research project addresses the interfaces between professionalization and school development in migration contexts, both theoretically and empirically. The goal is to systematically connect the perspectives of school development, professionalization, and educational migration research, and to reconstruct empirical correlations between professionalization and school development, as well as recontextualization, persistence, and transformation. In the context of the IFF funding phase, the focus is initially on teacher-related negotiations in discrimination-sensitive teacher education, where teachers, acting as facilitators, will initiate and accompany discrimination-sensitive school development processes at their schools.<\/p>\n\n\n\n Diversity Policies and Cultures in Europen Higher Education – An international Comparison<\/strong><\/p>\n\n\n\n Project management: Lisa M. Rosen (M.A.)<\/a><\/p>\n\n\n\n Primary Supervision: Prof.<\/abbr> Dr.<\/abbr> Mechtild Gomolla<\/a><\/p>\n\n\n\n Funding: Doctoral Scholarship of the Hans B\u00f6ckler Foundation<\/p>\n\n\n\n Duration: 01.04.2020-31.03.2023<\/p>\n\n\n\n The dissertation project focuses on examining the institutional changes triggered by global education reforms in the context of policy-driven „Global Governance,“ affecting national regulation of universities. This involves investigating the resulting shifts in political, legal, and cultural inclusion discourses within various educational and university systems. Through empirical case analyses, central connections, as well as ruptures and asymmetries between migration and mobility-focused political strategies and university profiles promoting societal „diversity,“ are explored alongside the collective experiential and learning orientations of university members engaged in diversity promotion at four Dutch and Finnish universities.<\/p>\n\n\n\n Using empirical case analyses, the theoretical foundations of discrimination-sensitive and intersectionally informed organizational research are applied to trans- and (post-)national settings. Eurocentric and nationalist production(s) of differences are reflexively integrated into a heuristic framework as interpretative struggles and tension fields connected to „diversity (promotion).“ One goal of the project is to bridge discursive-comparative and institutional multi-level analyses in the context of the European educational space. This includes examining heterogeneous and asymmetric practices of (post)national inclusion and exclusion, aiming to fulfill the demands of contextually reflective diversity research. (Link<\/a> to the abstract)<\/p>\n\n\n\n <\/p>\n\n\n\n Prof.<\/abbr> Dr.<\/abbr> Mechtild Gomolla (Former):<\/strong><\/p>\n\n\n\n Primary Supervision<\/strong><\/p>\n\n\n\n Taner Aksoy (Wuppertal): Antimuslimischer Rassismus im Kontext von Bildung.<\/a> (berufsbegleitendes Promotionsprojekt)<\/p>\n\n\n\n Ziad AL-Asmar (Berlin): \u201aDiversity\u2018 als Handlungskonzept im Bereich der Personalf\u00fchrung und -entwicklung bei der Bundeswehr. (berufsbegleitendes Promotionsprojekt)<\/p>\n\n\n\n Iris Glaser (PH Bern): Praxen der Anerkennung zwischen Lehrpersonen und Eltern in der Vorschulstufe.<\/p>\n\n\n\n Muhamet Idrizi (Hamburg): Muttersprachlicher Erg\u00e4nzungsunterricht der albanischen Sprache \u2013 ein internationaler Vergleich zwischen Deutschland, der Schweiz, Schweden und Kosovo. (berufsbegleitendes Promotionsprojekt)<\/p>\n\n\n\n Anna Joskowski (Hamburg): Das duale Berufsausbildungssystem in der Migrationsgesellschaft. (berufsbegleitendes Promotionsprojekt)<\/p>\n\n\n\n Ellen Kollender (Hamburg\/HSU<\/abbr>): Eltern \u2013 Schule \u2013 Migrationsgesellschaft. Neuformation von rassistischen Ein- und Ausschl\u00fcssen in Zeiten neoliberaler Staatlichkeit. Bielefeld: transcript 2020. (Stipendium der Hans-B\u00f6ckler-Stiftung; abgeschlossen 7\/2019)<\/p>\n\n\n\n Regina Knoll (Erfurt): \u201e\u2018Von der Peripherie zur Mitte?\u2018 Die Ein- und Ausschl\u00fcsse wei\u00df-deutscher Dominanzgesellschaft am Beispiel der (Sp\u00e4t-)Aussiedler*innen in Deutschland\u201d<\/p>\n\n\n\n Linda Kutt (Hamburg): Der Beitrag der Stipendienprogramme von Stiftungen zur Vergr\u00f6\u00dferung der Chancen- und Bildungsgleichheit deprivilegierter Sch\u00fcler*innen. (berufsbegleitendes Promotionsprojekt)<\/p>\n\n\n\n Lisa M. Rosen (Hamburg\/HSU<\/abbr>): Diversity policies and cultures in European Higher Education. An international comparison<\/a>. (Stipendium der Hans-B\u00f6ckler-Stiftung)<\/p>\n\n\n\n Second and third evaluations (PhD defense)<\/strong><\/p>\n\n\n\n Seyran Bostanci (Berlin): Bildung \u2013 Diskriminierung \u2013 Inklusion: Transformationsprozesse in postmigrantischen Gesellschaften. (Drittgutachterin; abgeschlossen 10\/2021)<\/p>\n\n\n\n Tobias D\u00f6rler (Graz): Theoretisch-kritische Perspektiven auf den Schulentwicklungsdiskurs in \u00d6sterreich.<\/p>\n\n\n\n Rosa Fava (Hamburg): Die Neuausrichtung der \u201eErziehung nach Auschwitz\u201c in der Migrationsgesellschaft. (Drittgutachterin; abgeschlossen 11\/2013)<\/p>\n\n\n\nDoctorates<\/h3>\n\n\n\n