State of the art: Zum Stand der Interkulturellen Pädagogik

Abstract

Nach einem knappen Rückblick auf die Geschichte der Interkulturellen Pädagogik in der Bundesrepublik diskutiert die Autorin verschiedene neuere Zugänge und Konzepte: Pädagogik der Vielfalt, Multiperspektivität, Gleichheit und Differenz usw. (DIPF/Orig.) ; This article aims at summarizing the stages of Intercultural Education in Germany. Retrospectively, the different phases, developing from "Ausländerpädagogik" (education for foreigners) to multi-perspective and inclusive education are recapitulated. It is assumed that paradigms of German politics such as the statement that Germany is a non-immigration country, are often mirrored in the curricula. For many years, Intercultural Education has been understood as a form of "special education", directed at minority children. Later, the multi-ethnic reality of the classroom urged educationalists and teachers to react and develop Intercultural Education in a more inclusive way. Over the last decade the debate about "difference" which emerged in several disciplines and research branches simultaneously, such as Intercultural Education, Gender Education or Education for the Disabled, has helped to move the intercultural perspective into the mainstream of education. It is, however, still to be seen that Intercultural Education will be integrated as part of the General Curriculum. (DIPF/Orig.)