Socio-spatial segregation in school-society relational spaces from the perspectives of Turkish immigrant mothers: “Where are the Germans?”

Abstract

ABSTRACT By applying a relational spatial approach, we examine how Turkish-origin mothers in Germany perceive and experience socio-spatial segregation and how they relate this issue to the quality of education received by their (pre-)school-age children. Socio-spatial segregation is examined using the concept of ‘space’, to interpret not just physical but also symbolic boundaries perceived at the intersections of school and society. To explore the mothers’ subjective perceptions, qualitative interviews with 22 mothers were conducted and analysed using qualitative content analysis. The findings indicate that mothers who live in immigrant-dense neighbourhoods criticise the quality of education in their children's schools. Some of these mothers also state their worries regarding the exclusion or ‘Germanisation’ of their children in ethnic German majority schools. Strategies for selecting appropriate places of residence and school for the family, considering social and ethnic composition, are mentioned among respondents – rendering diversity both beneficial and problematic.