Renaissance der Homogenitäts-Ideologie: Integrationspolitik und Sprache in Deutschland und der Schweiz

"Der Sprache kommt im Integrations- und Migrationsdiskurs eine zunehmend wichtige Rolle zu. Sprachnachweise für Zuwanderer oder Integrationskurse für Neueinwanderer werden verpflichtend eingeführt. Sprache hat jedoch nicht immer dieselbe Rolle in der Migrationspolitik eingenommen. Ein Vergleich der migrationspolitischen Debatten in Deutschland und der Schweiz zeigt, dass Homogenitäts- und Assimilationsvorstellungen, ein Relikt aus der Zeit der Nationalstaatenbildung im 19. Jahrhundert, heute wieder stärker zu finden sind als in früheren Jahrzehnten." [Autorenreferat]"Language has gained more and more importance in the debate on integration and migration: language tests and integration courses for immigrants are introduced to foster the integration process. An analysis of German and Swiss political debate on migration and language over the last decades shows that today’s language policies increasingly mirror the ideal perception of a homogeneous and assimilationist model of nation-states, a relict of the time of 19th century nation-state building." [author's abstract

Migration und Medien - Ausländer und Minderheiten als Fremde

Darstellung der Migrationsthematik in der Soziologie und Kommunikationswissenschaft

The rights of those who have no rights: Italian parent committees in local educational politics in Zurich (1960-1980)

Although Italian immigrants in Switzerland were not allowed to participate in political elections or vote, they had frequently created their own, alternative ways to influence politics. So-called Parent Committees, initiated by Italian immigrant associations, addressed local school authorities and found various ways of contributing to education policies at the local level. Following the perspective of Critical Citizenship Studies, the contribution analyses the different modes as well as the limits of local cooperation of Italian Parent Committees and local school boards. In spite of having no official citizenship rights, immigrants were nevertheless able to ‘act as citizens’. In doing so, they often succeeded in mitigating some of the basic problems of Italian children being disadvantaged at school—although they did not solve these problems entirely. Proceeding persistently, yet pragmatically, the Italian Parent Committees faced serious restrictions when it came to changing school practices on a more fundamental level