In a «floating state»: Schools and transgressive communities

Abstract

Educational discourses with regards to intercultural life and its meaning for schooling and teacher training focus increasingly on processes of continued dynamic change. Migration is not as much to be understood as a distinctive move from the native country to a new home country than as an ongoing “floating state”: People move in and move on; children perceive their lives as “in between”. This contribution introduces theoretical, empirical, and practical approaches to the academic discourse of transnationalism. Relationships with other disciplinary fields (such as “transgender”, and “transitions” in educational systems) are established. Conclusions with regards to further develop a “pedagogy of multiplicity”, and related concrete concepts for research and teacher training (beginning as early as elementary level), are drawn.