As the largest national group of guest workers in Germany, the Turks became a visible presence in local neighbourhoods and schools and had diverse social, cultural, and religious needs. Focussing on West Berlin, Sarah Thomsen Vierra explores the history of Turkish immigrants and their children from the early days of their participation in the post-war guest worker program to the formation of multi-generational communities. Both German and Turkish sources help to uncover how the first and second generations created spaces of belonging for themselves within and alongside West German society, while also highlighting the factors that influenced that process, from individual agency and community dynamics to larger institutional factors such as educational policy and city renovation projects. By examining the significance of daily interactions at the workplace, in the home, in the neighbourhood, and in places of worship, we see that spatial belonging was profoundly linked to local-level daily life and experiences.

As the largest national group of guest workers in Germany, the Turks became a visible presence in local neighbourhoods and schools and had diverse social, cultural, and religious needs. Focussing on West Berlin, Sarah Thomsen Vierra explores the history of Turkish immigrants and their children from the early days of their participation in the post-war guest worker program to the formation of multi-generational communities. Both German and Turkish sources help to uncover how the first and second generations created spaces of belonging for themselves within and alongside West German society, while also highlighting the factors that influenced that process, from individual agency and community dynamics to larger institutional factors such as educational policy and city renovation projects. By examining the significance of daily interactions at the workplace, in the home, in the neighbourhood, and in places of worship, we see that spatial belonging was profoundly linked to local-level daily life and experiences.

Bildung und Lernen sind zentrale Grundbegriffe der Erziehungswissenschaft, doch werden sie kaum theoretisch-systematisch aufeinander bezogen, geschweige denn in ihrem Wechselspiel empirisch untersucht. Der vorliegende Band verbindet das Konzept transformativer Bildung mit anspruchsvoller Lerntheorie und erarbeitet auf der Basis der praxeologischen Wissenssoziologie, von Deweys Pragmatismus und Bourdieus Praxistheorie eine eigene Perspektive auf Bildung und Lernen. Diese steht in einem reflexiven Verhaltnis zur empirischen Rekonstruktion von Bildungsphasen und -ressourcen sowie von Lernprozessen, die anhand von rund funfzig narrativen Interviews erhoben wurden.