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Teaching migrant children in West Ge...

Lehman, Brittany.

Teaching migrant children in West Germany and Europe, 1949-1992

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teaching migrant children in West Germany and Europe, 1949-1992by Brittany Lehman.
Author:	Lehman, Brittany.
Published:	Cham :Springer International Publishing :2019.
Description:	xi, 259 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
Subject:	Children of immigrantsEducationGermany
Online resource:	https://doi.org/10.1007/978-3-319-97728-7
ISBN:	9783319977287$q(electronic bk.)

Teaching migrant children in West Germany and Europe, 1949-1992
Lehman, Brittany.

Teaching migrant children in West Germany and Europe, 1949-1992[electronic resource] /by Brittany Lehman. - Cham :Springer International Publishing :2019. - xi, 259 p. :ill., digital ;24 cm. - Palgrave studies in the history of childhood. - Palgrave studies in the history of childhood..

Chapter 1: Introduction -- Chapter 2. Establishing the Right to Education for Children of Refugees (1949-1955) -- Chapter 3: Defining the Right to Education for European Citizens (1955-1966) -- Chapter 4: Teaching National Identity to "Guest Worker Children" (1962-1971) -- Chapter 5: Equal Opportunities for West German Foreign Residents (1968-1977) -- Chapter 6: More of a Right to Education for German Citizens (1976-1985) -- Chapter 7: The Right to Education for Asylum Seekers and Ethnic Germans (1985-1992) -- Chapter 8: Conclusion.

This book examines the right to education for migrant children in Europe between 1949 and 1992. Using West Germany as a case study to explore European trends, the book analyzes how the Council of Europe and European Community's ideological goals were implemented for specific national groups. The book starts with education for displaced persons and exiles in the 1950s, then compares schooling for Italian, Greek, and Turkish labor migrants, then circles back to asylum seekers and returning ethnic Germans. For each group, the state entries involved tried to balance equal education opportunities with the right to personhood, an effort which became particularly convoluted due to implicit biases. When the European Union was founded in 1993, children's access to education depended on a complicated mix of legal status and perception of cultural compatibility. Despite claims that all children should have equal opportunities, children's access was limited by citizenship and ethnic identity.

ISBN: 9783319977287$q(electronic bk.)

Standard No.: 10.1007/978-3-319-97728-7doiSubjects--Topical Terms:

833187
Children of immigrants
--Education--Germany

LC Class. No.: LC3747.G3 / L446 2019

Dewey Class. No.: 371.8269120943

Teaching migrant children in West Germany and Europe, 1949-1992
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505 0 $a Chapter 1: Introduction -- Chapter 2. Establishing the Right to Education for Children of Refugees (1949-1955) -- Chapter 3: Defining the Right to Education for European Citizens (1955-1966) -- Chapter 4: Teaching National Identity to "Guest Worker Children" (1962-1971) -- Chapter 5: Equal Opportunities for West German Foreign Residents (1968-1977) -- Chapter 6: More of a Right to Education for German Citizens (1976-1985) -- Chapter 7: The Right to Education for Asylum Seekers and Ethnic Germans (1985-1992) -- Chapter 8: Conclusion.
520 $a This book examines the right to education for migrant children in Europe between 1949 and 1992. Using West Germany as a case study to explore European trends, the book analyzes how the Council of Europe and European Community's ideological goals were implemented for specific national groups. The book starts with education for displaced persons and exiles in the 1950s, then compares schooling for Italian, Greek, and Turkish labor migrants, then circles back to asylum seekers and returning ethnic Germans. For each group, the state entries involved tried to balance equal education opportunities with the right to personhood, an effort which became particularly convoluted due to implicit biases. When the European Union was founded in 1993, children's access to education depended on a complicated mix of legal status and perception of cultural compatibility. Despite claims that all children should have equal opportunities, children's access was limited by citizenship and ethnic identity.
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