Sarah Volknant
Sarah Volknant
Teacher Education 2040: Dimensions of Teacher Professionalization from an Interdisciplinary Perspective - Challenges, Models, Methods
Research Cluster Intersectional Sensitivity
Curriculum vitae
Professional Appointments
Since 01.2022
Research associate at the Department of Special Needs Education & Rehabilitation
University of Oldenburg
07.2020-12.2021
Student Associate
Faculty of Education
University of Hamburg
Education
2018-2021
Master's program "Multilingual Educational Linguistics" at the University of Hamburg
Thesis "Multilingualism in Schools - Professional Beliefs of Migrant Multilingual Student Teachers".
2014-2018
Bachelor’s program “Early Childhood Education” at the University of Education, Freiburg
Thesis "Multilingualism as an opportunity – Creating a multilingual picture book".
Stays abroad
09.2019-03.2020
Erasmus semester at the Universidad de Alcalá de Henares, Spain
02.2016-05.2016
Internship as Teaching Assistant in a bilingual preschool in Irvine, California.
Research Interests
- Intersectional sensitivity in teacher education
- Diversity-related teacher beliefs
- Multilingualism and migration in schools
Lectures
Winter term 2023 / 2024
Summer term 2023
Publications
Volknant, S. & Scholz-Wemken, S. (2023, May). Intersektionale Sensibilität in der Lehrkräftebildung. Presentation at the Networking Conference within the framework of the SGBF-AG "Intercultural Education": Power and Critical Perspectives on Education - Insights and Research Movements, Zurich University of Teacher Education.
Volknant, S. (2022, August). Sprachlich-kulturelle Diversität aus intersektional sensibler Perspektive: Überzeugungen und Kompetenzen von Lehrkräften. Presentation on the doctoral project within the framework of the Junior Researchers Workshop at the Conference MEHR I SPRACHLICHE I BILDUNG - Linguistic Diversity as an Opportunity and Challenge in Educational Contexts, University of Cologne.
Volknant, S. (2022, June). Sprachlich-kulturelle Diversität aus intersektional sensibler Perspektive: Überzeugungen und Kompetenzen von Lehrkräften. Poster presentation at the conference for scientists in qualification phases of the Mercator Institute for Language Support and German as a Second Language, University of Cologne.Intersectional sensitivity
Further information on the research cluster Intersectional Sensitivity can be found here!
Dissertation Project
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.