Teachers with so-called migration background and the question of recognition: Experiences of fragility and hidden pedagogical potentials

Abstract

This paper presents a study that scrutinises if and how teachers with so-called migration background in Switzerland have pedagogical potential in dealing with migration-related diversity and – more precisely – with the recognition of their students. The notion of recognition refers to Honneth’s theoretical elaborations and their translations into the pedagogical context by Helsper and Lingkost. The study is pursued with a qualitative approach, with data collection by means of biographical-narrative interviews (Schütze), theoretical sampling (Glaser and Strauss) and a hermeneutical data analysis (Schütze, Rosenthal). The analysis reveals three ideal types that each show particular resources as well as particular restrictions in their attempts to realise recognition. The results are discussed in regard to the development potential they disclose. While the type-specific particularities each call for more professionalisation, the restrictions point to the fact that teachers with migration-related resources can only fully live their potential if they do not have to experience their belonging, acceptance and recognition as latently fragile.