A study conducted in Germany showed that school curricula does not reflect the diversity of society in the country. On the contrary, migration and integration of immigrants from Muslim countries, Turkey and Azerbaijan are often presented as problems. Experts call for the participation of migrants in creating curricula, they write German media.
The topics of migration and integration were reflected in the curricula of German schools, but do not reflect the reality of the German immigration society. Such a conclusion is indicated in the report of the Mercator forum on migration and democracy, written on behalf of the Commissioner of the Federal Government on Migration, Refugees and Integration, State Minister Annetne Vidman-Mauz.
According to information, the key stages of the recent history of migration in Germany, such as a set of migrant workers, are rarely mentioned in textbooks. On the other hand, migration phenomena are often associated with such crisis phenomena as escape and movement of the population. “Thus, the presentation of migration and integration into curriculum is not a sign of social normality. A diversity associated with migration and identity issues and accessories are also rarely considered,” experts criticize.
Using as an example, the Saxon curriculum, the authors of the study note the “conflict understanding of the contact of cultures.” The curriculum, among other things, says: “Students recognize that Roman antiquity affects our culture that Christianity is a defining factor in European culture that cultural clashes leads to conflicts and affects their own cultural development that conflicts between cultures for cultures -First are relevant today. “
According to the authors of the study, this curriculus suggests that “the meeting of cultures almost inevitably leads to conflicts.” Apparently, “understanding of closed homogeneous cultures” prevails here.
Based on the results of the study, the authors of the report recommend clearly consolidate migration, a variety and integration into training programs at the subject matter of the exam. In addition, it is necessary to ensure the involvement of teachers with migration history and migration pedagogical teachers in the process of revising curricula.
Despite this criticism, the Minister of Integration of Vidman-Mauz calls for continuous preparation and further education of teachers so that they can strengthen in their “solving diversity and related conflicts.” Structures are also needed to provide specific support to schools and teachers in case of problems.
In Germany, a quarter of people have immigration history. “This variety has long been part of everyday life in schools and classes,” says Vidan Mauz.
The authors of the German media do not agree with this statement of the minister and are sure that it is not.