Presentation on theme: "bielefeld.de 1 „ Having to keep silent“ – Familial Growing Up and the ’Educational Process’ Using the Example of Migration."— Presentation transcript:
christine.hunner-kreisel@uni- bielefeld.de 1 „ Having to keep silent“ – Familial Growing Up and the ’Educational Process’ Using the Example of Migration in a Capabilities Perspective Dr. Christine Hunner-Kreisel Faculty of Education Science University of Bielefeld
christine.hunner-kreisel@uni- bielefeld.de 2 „Having to keep silent“ I. Introduction „Having to keep silence“ in the context of familial growing up exemplified by migration –From an education theory perspective Suffering of the interviewee and influence on her educational process –Exemplified by one case portrayal The individual migration history of the family
christine.hunner-kreisel@uni- bielefeld.de 3 „Having to keep silent“ The capabilities perspective (Nussbaum 2000; 2010) –“Having to keep silent – being unable to speak” as the absence of well- being and freedom to act –Absence of human dignity and lack of capabilities –As an expression of social inequality
christine.hunner-kreisel@uni- bielefeld.de 4 „Having to keep silent“ But: In regard to the self-constitution process –“Suffering from having-to-keep-silent” as a “paradoxical” resource Acquiring the capability to empathy and (self-)respect Acquiring the capability of affiliation (Nussbaum, 2000: 79ff; Nussbaum, 2010: 235ff.).
christine.hunner-kreisel@uni- bielefeld.de 5 „Having to keep silent“ II. The case portrayal of Yasemin: “Well, it makes no difference, you’re just a human being…and that’s you just tell’em that!” 1. Childhood: "Having-to-keep-silent" as "Being-unable-to-speak" “[…] and, yes, so much for now. So, about the procedure with the place of residence: well, my parents handled it in such a way for example,…that they didn’t, …tell us what we actually were. I mean regarding national identity and so on. And me, I made my first experiences as early as in nursery school, I mean, um, kindergarten. That I was always being asked by some children: ‘Well, what are you now? Are you an actual Muslim, are you Turkish, are you Kurdish?’ And that I wasn’t able to answer this by myself. So I went to my parents after school and I always asked and I never got a real answer. They always said, ‘Well, it makes no difference, you’re just a human being and just tell 'em that!’ In retrospect, I find that totally beautiful, but as a child, I was missing something. Because you just couldn’t um…exactly categorize it anywhere. [… ]”.
christine.hunner-kreisel@uni- bielefeld.de 6 „Having to keep silent“ 2. Youth: “Having-to-keep-silent as “Not-being-allowed-to-speak” “[…] well. So back then, I mean in primary school, I took it all quite easy. Around puberty, there was rather some kind of crisis, so that I didn’t know at all, um, where I did belong. And then…I rebelled quite strongly against my parents and always wanted to know, well it was also at that time that I made my first experiences with racism, about the age of…, about time I started Gymnasium [secondary school] … and (*2*) now I have to think for a minute (*2*) yes, exactly, I was talking about rebellion. That is, I totally annoyed them with questions. I somehow condemned my parents for me having to make these experiences and for them to come to Germany in the first place (*4*) and (*2*) well at some point I eventually got to know why my parents had come to Germany”.
christine.hunner-kreisel@uni- bielefeld.de 7 „Having to keep silent“ 2. Youth: “Having-to-keep-silent as “Not-being-allowed-to-speak” “It was the kind of topic that was kept in dead silence for a very long time. About which you had never talked, that they were being somehow politically persecuted in Turkey, and that they had made, umm, very bad experiences, and that was a kind of incision, that I stopped asking questions about it and so. And after that, it was never being talked about again; it was kept in silence in a way. (*2*)”. 3. Young adulthood: Breaking the silence The meaning of the “compatriots” for breaking the silence as a turning point
christine.hunner-kreisel@uni- bielefeld.de 8 „Having to keep silent“ III. Theoretical framing 1. Well-being and capability to „affiliation" in the interpretation of the interviewee from a capabilities perspective „Having to keep silent – being unable to talk as a lack of capability for „affiliation“
christine.hunner-kreisel@uni- bielefeld.de 9 „Having to keep silent“ – 2. Well-being and capabilities in young adults: „Suffering from having to keep silent“ as „Paradoxical Resource” for the capability to „Affiliation“ „[…] it – so it was to me a kind of a process, all of that. I guess, today I would say I dealing quite well with knowing exactly that for me somewhere, that there is a place, which is neither…well I am situated within German society…but simply with a different background. But it was clear to me I wouldn’t call it German, or Turkish, or Kurdish or Alevi, or so, but simply as my own thing […]“. –Using the suffering experienced in the biography as a resource –As a starting point for the capability of reflexion and empathy
christine.hunner-kreisel@uni- bielefeld.de 10 „Having to keep silent“ – IV. „Fragile“ educational processes and questions on the protections of their success Eventually successful education process Pedagogical benchmark of well-being of children and adolescents –Limited well-being, and the limited capabilities during childhood and adolescence must not be ignored –To examine (successful) educational processes also in their particular effect in the context of individual life phases
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