Education As Promises of Social Advancement or Processes of Marginalization? an Institutional Ethnography of the Reproduction of Social Inequality in Lower Secondary Schools
Migrant pupils, their parents and teachers are held accountable for the negative educational performance of lower secondary school pupils. Though teachers have more power than pupils and their parents, I will argue that all three groups become scapegoats of broader societal and educational crises. By adopting the perspective of secondary school teachers on this situation, describing their ordinary practices and the related challenges they face, the aim of the paper is a change in perspective: As a sociologist and a secondary teacher I will analyze parts of the complex (institutional) ruling relations that structure teachers’ and pupils’ everyday school life and hinder democratic and quality education for migrant pupils. I will not acquit teachers of racism, but connect their practices with broader institutional and societal conditions in order to understand how education becomes an undependable route to upward social mobility.