Die Studie untersucht, wie neu zugewanderte Schu?ler*innen an einer Hamburger Sekundarschule integrativ, d.h. sowohl in Regelklassen als auch einer Vorbereitungsklasse, beschult werden. Anhand von ethnographischen Daten wird durch Auswertungsmethoden der Reflexiven Grounded Theory aufgezeigt, wie es zu Prozessen der Inklusion und Exklusion durch sprachliche Bildung kommt. Herausforderungen zeigen sich in strukturell-organisationalen Hu?rden, wa?hrend sich Chancen durch das inklusive Selbstversta?ndnis der Schule ergeben, die ihren Unterricht an eine diverse Schu?ler*innenschaft angepasst hat. So ha?ngt die Mo?glichkeit der Teilhabe am Regelunterricht letztlich vor allem von Faktoren ab, die alle Schu?ler*innen gleicherma?en und nicht nur neu zugewanderte betreffen.
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Neuzuwanderung, sprachliche Bildung und Inklusion: Eine ethnographische Studie im Sekundarschulbereich
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| Weight | 1 kg |
|---|---|
| Book Author | Pl?ger |
| Edition | 1st |
| Format | Paperback |
| ISBN | 9783658413125 |
| Language | German |
| Pages | 336 |
| Publication Year | |
| Publisher | |
| Sell by | sarasbooksonline.com |
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