This thesis addresses the topic of intercultural education and immigrant integration as it relates to the secondary school system in Germany. Student and teacher surveys were conducted in Hamburg, Germany. The results showed that students have frequent contact with people from various backgrounds and that many acknowledge the importance of intercultural education. However, while some noteworthy programs have been implemented, there remains room for improvement from the federal level down to the local level.
Table of Contents
Chapter One: Introduction
I. Introduction to the Problem
II. Key Terms
III. Relevance
IV. History of Immigration
V. Organization of Chapters
Chapter Two: Living Together
I. Europe, the Netherlands and Germany
II. Structural and Political Efforts
III. Education in Germany
IV. Hamburg
Chapter Three: Methodology and Results
I. Purpose
II. Survey Methodology
III. Location
IV. Data Collection
V. Demographics
VI. Results
VII. Teachers
VIII. Limitations
Chapter Four: Conclusion
I. Conclusions
II. Results
III. Personal Changes
VI. Recommendations
Objectives and Research Focus
This thesis examines the role of intercultural education as a strategy to facilitate immigrant integration within the German secondary school system, specifically focusing on the city-state of Hamburg. It investigates the current gap between policy and practice, exploring how schools address cultural diversity and whether existing educational initiatives effectively foster intercultural competence among students and teachers.
- Analysis of immigrant integration policies and structural efforts in Germany since World War II.
- Examination of the German secondary education system and its impact on migrant children.
- Evaluation of intercultural education programs through student and teacher surveys in Hamburg.
- Identification of barriers to successful integration and the need for standardized educational approaches.
Excerpt from the Book
History of Immigration
Once a clear understanding of the terms has been established it is important to present a history of immigration, especially in Europe, so that one can better understand what position countries such as Germany are in currently. This section focuses mainly on history post-WWII and discusses how several countries, specifically Germany, have been affected.
Traditional vs. Non-Traditional Countries
Some countries are regarded as traditional immigration countries, due to a strong history of immigration, while others are not, considering they did not experience larger waves of immigration until a later point in time. Countries such as the United States, Canada, Australia and New Zealand fall into the category of traditional immigration, while most of Western Europe, Germany included, have not been included in this group (Bauer et al, 2000, p. 1). These two groups differ in that the first viewed immigration as not only essential to the founding but also to the development of the countries, and is still encouraged to the present day. In addition, the countries in the first grouping have a record of inviting immigrants not just to migrate and work, but also to settle, and in larger numbers than the second grouping (Bauer et al, 2000, p. 1).
Europe’s different historical trend of receiving immigrants at a later time has occurred mostly as a result of post-colonial immigration or labor recruitment. The United Kingdom, France and the Netherlands are among some of the first category, while Germany, Austria and Sweden are among the recruiting group. Finally, other countries in Europe such as Italy, Spain and Ireland have had histories based more on emigration rather than immigration, which has seen a turn-around recently (Bauer et al, 2000, p. 2).
Summary of Chapters
Chapter One: Introduction: Outlines the global rise in migration, the challenges of integration, and the definition of key terms such as multicultural and intercultural education.
Chapter Two: Living Together: Discusses the structural and political landscape of integration in Germany, the history of immigration, and the specifics of the German education system and local initiatives in Hamburg.
Chapter Three: Methodology and Results: Details the research methodology involving student and teacher surveys, describes the study location, and presents the findings regarding students' experiences and perceptions.
Chapter Four: Conclusion: Summarizes the research findings, offers recommendations for policy improvements, and reflects on the necessity of integrated intercultural education strategies.
Keywords
Intercultural Education, Immigrant Integration, Germany, Secondary Education, Hamburg, Migration Background, Multicultural Competence, Language Acquisition, Social Policy, Assimilation, Tolerance, Student Surveys, Teacher Perspectives, Integration Summit, Educational Reform
Frequently Asked Questions
What is the core subject of this thesis?
The thesis explores the relationship between intercultural education and the integration of immigrants, specifically within the secondary school system in Hamburg, Germany.
What are the central themes of the research?
The central themes include the history of immigration in Germany, structural integration policies, the challenges within the German school system regarding migrant students, and the role of intercultural training in fostering social cohesion.
What is the primary goal of the study?
The primary goal is to investigate what is currently occurring in schools concerning intercultural education and to determine if these practices influence the perspectives of students and teachers regarding integration.
Which research methodology was applied?
The research employed a qualitative and quantitative case study approach, utilizing surveys administered to secondary school students and teachers in Hamburg, complemented by a literature review.
What topics are covered in the main body?
The main body covers historical immigration phases in Germany, comparisons with the Dutch education model, an analysis of the German school system’s tiered structure, and detailed results from empirical surveys conducted at selected Hamburg schools.
Which keywords characterize this work?
Key terms include Intercultural Education, Immigrant Integration, Germany, Hamburg, Migration Background, Social Policy, and Educational Reform.
How does the early tracking system in German schools impact immigrant students?
The thesis argues that the early selection process at the end of primary school often disadvantages migrant children who may still be developing German language proficiency, frequently channeling them into lower-tier schools.
What role does Hamburg play in this study?
Hamburg serves as a specific case study due to its high percentage of residents with a migration background and its proactive, albeit varied, local efforts to implement educational programs like the TFM (Projekt zur Förderung von Kindern und Jugendlichen mit Migrationshintergrund).
What conclusion does the author reach regarding the effectiveness of current programs?
The author concludes that while there is an increasing recognition of the need for intercultural education, current efforts are often scattered, lack standardization, and are insufficient to bridge the integration gap, emphasizing that a more unified and frequent approach is necessary.
- Arbeit zitieren
- Kate Austin (Autor:in), 2009, Intercultural Education and its Effects on Immigrant Integration: A Case Study of the Secondary System in Hamburg, Germany, München, GRIN Verlag, https://www.grin.com/document/170476
