ABSTRACT

By applying a relational spatial approach, we examine how Turkish-origin mothers in Germany perceive and experience socio-spatial segregation and how they relate this issue to the quality of education received by their (pre-)school-age children. Socio-spatial segregation is examined using the concept of ‘space’, to interpret not just physical but also symbolic boundaries perceived at the intersections of school and society. To explore the mothers’ subjective perceptions, qualitative interviews with 22 mothers were conducted and analysed using qualitative content analysis. The findings indicate that mothers who live in immigrant-dense neighbourhoods criticise the quality of education in their children's schools. Some of these mothers also state their worries regarding the exclusion or ‘Germanisation’ of their children in ethnic German majority schools. Strategies for selecting appropriate places of residence and school for the family, considering social and ethnic composition, are mentioned among respondents – rendering diversity both beneficial and problematic.

摘要

通过应用关系空间方法，我们研究了德国的土耳其裔母亲如何看待和体验社会空间隔离，以及他们如何将这个问题与其（学前）学龄儿童接受的教育质量联系起来。使用“空间”的概念来检查社会空间隔离，不仅要解释在学校和社会的交叉点上感知到的物理边界，而且还要解释符号边界。为了探究母亲的主观感受，我们对 22 位母亲进行了定性访谈，并使用定性内容分析进行了分析。调查结果表明，居住在移民密集社区的母亲批评子女学校的教育质量。其中一些母亲还表达了他们对自己的孩子在德裔占多数的学校被排斥或“德国化”的担忧。受访者提到了为家庭选择合适的居住地和学校的策略，考虑到社会和种族构成，这使得多样性既有利也有问题。