
Contents
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‘Foreign’ students at German universities ‘Foreign’ students at German universities
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Education in an immigration society Education in an immigration society
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The situation of ‘foreign’ students at university The situation of ‘foreign’ students at university
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Foreignness and difference Foreignness and difference
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Observations on processes of identity work Observations on processes of identity work
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Difference versus ‘making strange’ Difference versus ‘making strange’
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Characteristics of professional practice Characteristics of professional practice
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Some observations of how students encounter discourse on migration Some observations of how students encounter discourse on migration
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Stating the relevance of migration experience Stating the relevance of migration experience
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Transferring knowledge and experience of migration Transferring knowledge and experience of migration
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Creative attacks on stigmatising notions Creative attacks on stigmatising notions
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Taking the perspectives of others Taking the perspectives of others
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Intervening in crisis situations Intervening in crisis situations
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Personal alienation under the impact of dominating discourse Personal alienation under the impact of dominating discourse
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What’s new? What’s new?
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Conclusion Conclusion
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Notes Notes
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References References
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Twenty One Intercultural perspectives and professional practice in the university: what’s new in Germany
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Published:March 2004
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Abstract
This chapter draws on several years of intercultural university work by first tracing the shifts in policy regarding ‘foreign’ students in German schools and universities. Using a number of cameo situations, the chapter traces the growing use by minority ethnic students of their own experience, as well as the impact of their presence and views on other students, and how staff can encourage such reflective processes. In particular, the chapter highlights and challenges the homologising and pathologising of mainstream theoretical models on ethnicity and migration. Discussions include: education in immigration; foreignness and difference; observations on the processes of identity; difference versus ‘making strange’; and some observations on how students encounter discourse on migration.
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