Summer/ Winter Schools
Follow us on Instagram
Contact and Imprint
Tina Grummel
International Office
University of Oldenburg
Ammerländer Heerstraße 114-118
26129 Oldenburg
For more information, please see the imprint.
Summer/ Winter Schools
Our summer/winter school takes place once a year. All project partner and their students of teacher education are involved. In order to allow for a maximum of participation we offer all sessions in a hybrid format.
International DAAD Summer School 2026 on Racism and School
A variety of interactive sessions will enable you as future teachers to create a learning environment in which no one feels discriminated against.
- How do teachers respond to forms of discrimination related to the category of “race” or “ethnicity”?
- What does a racism-critical education look like?
- How can we translate the theory into sound pedagogical practice?
26 June 2026 in Oldenburg (Germany)
9:00 am - 3:00 pm, A12 (IKT)
Migration and racism-critical teacher education in a migration society
Presenters: Yasemin Karakaşoğlu (Uni Bremen)
Migration challenges the structures and paradigms of national school systems. Schools are potentially places where migrant, migrantized and racialized people experience exclusion, discrimination, and racism. This makes it all the more important to critically examine the structures inherent in schools, assumptions of normality, and the attitudes and actions of educational staff when dealing with migration-related plurality in schools. The keynote will discuss findings, desiderata, and examples for practices in teacher education from the perspective of transnationality and anti-racism research with special reference to Germany.
Beyond the textbook: postcolonial perspectives on representations of "race" and Black History in the EFL classroom
Presenters: Jessica Adaobi Nnamani & Julia Wurr (UOL)
In English as a Foreign Language (EFL) education, textbooks are among the most widespread media. They are not merely linguistic tools but cultural mediators that shape how learners perceive the English-speaking world. In German lower secondary schools, these materials also largely substitute real and personal experiences with target language cultures.
This presentation explores how EFL textbooks help construct students’ understanding of "race”, history, and cultural identity. Grounded in the theories of Edward W. Said and Gayatri Spivak, this presentation applies a postcolonial lens to reveal how dominant discourses influence depictions of ”race”, power, and history in a particular German EFL text book (Cornelsen’s Highlight 4). Particular attention will be paid to practical reflections from classroom experience and how educators can foster cultural awareness in a learning environment that encourages critical thinking when working with sensitive historical topics in school.