Abstract

This article problematises the discourse on ‘immigrant parents’ against the backdrop of a broader transformation of the welfare state in migration societies such as Germany. While studies have shown that post-welfare rationalities play a prominent role in shaping perceptions of what constitutes a ‘good parent’, little research has been conducted on how these dynamics influence political perceptions related to diversity in school and to ‘immigrant parents’ in particular. To fill this gap, the article presents results from a discourse analysis of the culturalist framing of ‘immigrant parents’ – in interaction with assignments regarding social background and gender – within the field of education as gleaned from political documents from the post-war period. By exploring developments in political narratives around the school-parent relationship, the study highlights how current educational reforms foster processes of parents’ ‘exclusionary participation’ in schools by emphasising and strengthening individualistic and assimilationist approaches to education.

摘要

在德国等移民社会福利国家发生更广泛转变的背景下，本文对“移民父母”的论述提出了问题。虽然研究表明，福利后的理性在塑造“好父母”的观念方面发挥着重要作用，但很少有研究研究这些动态如何影响与学校多样性相关的政治观念，尤其是“移民父母” . 为了填补这一空白，本文展示了从战后政治文件中收集到的教育领域中“移民父母”的文化主义框架的话语分析结果——与有关社会背景和性别的任务的相互作用。通过探索围绕学校与家长关系的政治叙事的发展，