Contested integration: hegemony projects in the field of education in Austria

IF 1.5 3区社会学 Q1 Social Sciences Critical Policy Studies Pub Date : 2022-12-04 DOI:10.1080/19460171.2022.2149582

Ayşe Dursun, Stella Wolter, Mira Liepold, Dovainė Buschmann, Birgit Sauer

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Abstract

ABSTRACT The Austrian policy landscape with regard to the educational integration measures directly or indirectly targeting migrant children is characterized by inconsistency and the concurrence of integrative and segregative measures. We ask how these discrepancies can be interpreted without being reduced to mere inconsistencies and why, in the context of the ongoing normalization of the political right, integrative measures have not (yet) disappeared completely. Based on interviews with experts, we identify three distinct – integrative, multicultural, and segregative – hegemony projects pursued by different social forces through various discursive and institutional strategies. The integrative hegemony project seeks social redistribution through comprehensive, rights-based measures; the multicultural project seeks to promote recognition for cultural diversity; and the segregative hegemony project seeks to re-signify integration through mechanisms of assessment, discipline and control. Although our sample is limited in terms of representation, our research speaks to the ongoing societal contestation over the means and meaning of integration.

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竞争整合:奥地利教育领域的霸权项目

奥地利关于直接或间接针对移民儿童的教育一体化措施的政策格局，其特点是一体化和隔离措施的不一致和同时发生。我们要问，如何才能解释这些差异，而不将其简化为纯粹的不一致，以及为什么在政治权利正在正常化的背景下，综合措施(尚未)完全消失。基于对专家的访谈，我们确定了三种不同的霸权项目——整合的、多元文化的和隔离的——不同的社会力量通过各种话语和制度策略追求的霸权项目。综合霸权计划通过全面的、基于权利的措施寻求社会再分配;多元文化项目旨在促进对文化多样性的认识;而隔离霸权计划则试图通过评估、纪律和控制机制来重新象征整合。虽然我们的样本在代表性方面是有限的，但我们的研究反映了正在进行的关于整合手段和意义的社会争论。

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来源期刊

Critical Policy Studies Multiple-

CiteScore

3.60

自引率

13.30%

发文量