Multilingualism in the Monolingual School. An Institutional Ethnography of Viennese Secondary Schools from the Perspective of Teachers
In this paper, I adopt the perspective of secondary school teachers on this situation, describing their ordinary practices and the related challenges they face. The aim of this paper is to map parts of the complex ruling relations that structure teachers’ everyday school life and hinder democratic education for multilingual pupils. As a sociologist and secondary teacher, I draw on the methodological strategies of institutional ethnography and auto-ethnography. My dual role enables a critical analysis of the educational reproduction of linguistic, racial and social inequalities by acknowledging secondary teachers’ local knowledge, practical experience and emancipatory strategies.