ABSTRACT There have been calls in many European countries to diversify the teaching staff as a response to increasing diversity within student populations. These calls are often based on underlying assumptions that teachers with a migration history are well placed to act as ‘intercultural mediators’ and ‘role models’ for successful integration. However, these assumptions often lack differentiation. The presented study addresses this lack of differentiation for the case of the German-speaking part of Switzerland. Based on social constructivist theory (Barth; Wimmer) and pursuing a qualitative-hermeneutical approach (Schütze; Rosenthal), the study shows four ideal types of dealing with social boundary dynamics among teachers who have been categorised or labelled in terms of a ‘second immigrant generation’. Additionally, the study provides insight that (a) the category of ‘labour migration’ is experienced as a particularly significant category of boundary making and (b) that schools in urban-immigrant neighbourhoods – in contrast to those in rural-non-immigrant neighbourhoods – are experienced as places with an increased chance of recognition for a teacher ‘with an immigrant background’, although even there, these teachers find themselves in constant engagement to defend their belonging and to justify their sensitivity in dealing with migration-related diversity.

中文翻译：

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作为一名具有所谓“移民背景”的教师：应对社会界限的挑战

摘要 许多欧洲国家都呼吁使教学人员多样化，以应对学生群体日益多样化的情况。这些呼吁通常基于这样一个基本假设，即具有移民历史的教师可以很好地充当成功融合的“跨文化调解人”和“榜样”。然而，这些假设往往缺乏区分。所呈现的研究解决了瑞士德语区案例缺乏区分的问题。该研究基于社会建构主义理论（Barth；Wimmer）并追求定性解释方法（Schütze；Rosenthal），显示了四种理想类型的教师处理社会边界动态，这些教师被归类或贴上了“第二移民”标签。一代'。此外，