Migration Pedagogy and Early School Leaving

Abstract

The article focuses on migration and education, in particular on the anchoring of migration pedagogy within educational institutions in order to prevent early school leaving in the context of educational insufficiency and migration background; it discusses a requirement for educational reform with a focus on inclusion, and critically questions the institutional self-image of educational institutions – which is conceived along ethnic national and/or linguistically homogeneous lines – in migration societies. Pierre Bourdieu’s conception of education and his concept of a “reflective sociology”, Paul Mecheril’s definition of migration pedagogy, as well as theoretical positions on the theme of inclusion form the theoretical bases of a line of argument which defines the necessary standards for migration pedagogy as an essential element in Austrian teacher training, a pedagogy that can avoid early school leaving.