Regions outside Europe are often attested a higher level of social heterogeneity and inequality on various axes. But even in Western Europe, social change and processes of migration have generated a greater degree of social diversity during the last decades. Which interdependencies, if any, can be traced between social heterogeneity and ideas/systems of education? In which contexts has education facilitated the empowerment of marginalized subjects and groups? How do students from different social backgrounds make use of educational opportunities? What role do habitus and practices of assessment within the educational institutions play? What influence do gender and class inequalities or other factors of social discrimination have on the accessibility of (higher) education? What experience do we have with affirmative action and quotas? When does education become a cause of social mobilization? Do the poor receive a different form of education?
Céline Teney is Junior Research Group Leader at the Centre for Social Policy Research at the University of Bremen. Previously, she held positions at the WZB Berlin Social Science Centre and the Université libre de Bruxelles. Her research interests cover the sociology of immigration, the sociology of the EU, political sociology and quantitative methodology.
Since the post-1945 period, northwestern European countries have attracted important labour-motivated immigration waves. The so-called guestworkers who immigrated in the ’60s and ’70s composed a large low-skilled labour force for most of the northwestern European countries. Meanwhile, the second and third generations of this immigration wave constitute a non-negligible segment of the population. Since second and third generations of immigrants have been entirely socialized in the receiving societies, one should expect them to benefit from the same opportunities in education and on the labour market as the population without an immigrant background. However, equal opportunity is far from being the case. Ethnic inequalities in the education system and on the labour market are indeed important challenges for the successful incorporation of immigrants and their offspring in the receiving societies. Ethnic educational inequalities, in turn, have been receiving increasing attention from the scientific community. In this presentation, I will briefly describe the inequalities in education faced by the children of former guestworkers. I will then discuss some of the possible causes leading to these ethnic inequalities.
Research Project (to be discussed at the Winter Academy) by Deepika K Singh.
Deepika Singh is a research scholar at the Tata Institute of Social Sciences, Mumbai. Her research questions and interest emanate from eleven years of work with government schools, budget schools, teachers, rural communities, groups that are lowest in caste hierarchies, class hierarchy, women and ethnic minorities.
Social exclusion and inclusion are two terms that are making inroads in policy discourse, especially in developing nations including India. They are not part of a binary, although inclusion should be understood in the context of exclusion. In the Indian context according to Thorat and Newman (2010, p 6.), exclusion revolves around societal institutions that exclude on the basis of group identities such as caste, ethnicity, religion and gender. Continue reading →