Migrants and minorities are always at risk of being caught in
essentialized cultural definitions and being denied the right to
express their cultural preferences because they are perceived as
threats to social cohesion. Migrants and minorities respond to
these difficulties in multiple ways - as active agents in the
pedagogical, political, social, and scientific processes that
position them in this or that cultural sphere. On the one hand,
they reject ascribed cultural attributes while striving towards
integration in a variety of social spheres, e.g. school and
workplace, in order to achieve social mobility. On the other hand,
they articulate demands for cultural self-determination. This
discursive duality is met with suspicion by the majority culture.
For societies with high levels of migration or with substantial
minority cultures, questions related to the meaning of cultural
heterogeneity and the social and cultural limits of learning and
communication (e.g. migration education or critical
multiculturalism) are very important. It is precisely here where
the chances for new beginnings and new trials become of great
importance for educational theorizing, which urgently needs to find
answers to current questions about individual freedom,
community/cultural affiliations, and social and democratic
cohesion. Answers to these questions must account for both
'political' and 'learning' perspectives at the macro, mezzo, and
micro contextual levels. The contributions of this edited volume
enhance the knowledge in the field of migrant/minority education,
with a special emphasis on the meaning of culture and social
learning for educational processes.
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