Further information on the research cluster Intersectional Sensitivity can be found here!

Working Title: Cultural and linguistic diversity from an intersectional perspective: Teachers’ beliefs and skills

In Germany's migration society, linguistic and cultural influences affect the developmental and educational processes of pupils in many ways. The linguistic-cultural diversity of the student body itself is also steadily increasing (Bello, 2020). This dynamic is not adequately addressed in schools or in teacher training; for example, courses on dealing with multilingualism are neither compulsory in teacher training nor available at all universities (Busse, 2020). Ideas of normality, including those of (prospective) teachers themselves, ensure, among other things, the maintenance of the "monolingual habitus" (Gogolin, 2008), which reinforces educational disadvantage and prevents participation.

The PhD project aims to develop a competence model for dealing with linguistic-cultural diversity for teachers using the intersectional analysis perspective (Ganz & Hausotter, 2020). The research process uses different methods of qualitative social research to capture beliefs and competence development in teacher education, from the perspective of student teachers and from pedagogical practice, and is complemented by insights from international research.