Research assistant at the Institute of Art and Visual Culture for the further development of the DiZ Research Academy

Academic appointment

• Since April 2026: Research assistant at the Institute of Art and Visual Culture for the further development of the DiZ Research Academy
• 2022 - 2025: Research assistant at the Institute of Special Needs Education and Rehabilitation and PhD student at the DiZ-Graduiertenkolleg Lehrkräftebildung 2040 in the research cluster Intersectional Sensitivity, University of Oldenburg
• 2020 - 2021: Student assistant at the School of Education, University of Hamburg
• 2018 - 2021: Master's programme Multilingualism and Education at the University of Hamburg
• 2014 - 2018: Bachelor's degree programme in Childhood Education at the University of Education Freiburg im Breisgau

Publications by

• Volknant, S. (2026). "The fact that we name it is already a kind of small revolution": Convictions of prospective teachers on multilingualism and inequality from an intersectional perspective and their potential for inclusion-oriented teacher training. Qualification for Inclusion (QfI), 7(2). https://doi.org/10.21248/qfi.190
• Volknant, S., Licandro, U., Stefanie, S.-W., Thiele, A., Dunkel, M., & Janßen, R. (2026). Sensitivity and teacher education. In L. M. Staab, M.-A. Boger, & S. Freund (Eds.), Handbook of intersectional pedagogy (pp. 315-322). transcript.
• Arndt, A.-K., Bruwer, B. J., Volknant, S., & Huang, Z. (2025). Understanding yourself as an inclusive teacher: Teacher professional identity development. In A community project from all-means-all education (Eds.), All means all! Open textbook for diversity in education. https://book.all-means-all.education/ama-2025-en/chapter/teacher-professional-identity-development
• Volknant, S., Blattner, P., Bootsmann, J., Janßen, R., & Westerhorstmann, L. (2025). Democracy at its crossroads: Intersectionally sensitive perspectives. Journal for Teacher Education (jlb), 25(4), 58-67. https://doi.org/10.35468/jlb-04-2025-04
• Volknant, S., & Licandro, U. (2024). Preparing teachers for linguistically diverse classrooms: A systematic review on interventions and intersectional perspectives. Education Sciences, 14(8), 846. https://doi.org/10.3390/educsci14080846
• Volknant, S. (2024). Linguistic diversity and epistemic injustice: Intersectional perspectives in teacher education. In A. Goldbach, A. Langner, K. Mannewitz, S. Schuppener, & N. Leonhardt (Eds.), Power and knowledge: Critical reflections in the context of inclusion and exclusion (pp. 130-140). Klinkhardt.