Be gmann, Mona; Fe ke, Ul ike
Disc imina ion in Munich schools in he gues wo ke egime. The in e sec ion
o language, na ionali y and gende
Zei sch i ü e ziehungswissenscha liche Mig a ions o schung : ZeM 2 (2023) 2, S. 172-189
Quellenangabe/ Re e ence:
Be gmann, Mona; Fe ke, Ul ike: Disc imina ion in Munich schools in he gues wo ke egime. The
in e sec ion o language, na ionali y and gende - In: Zei sch i ü e ziehungswissenscha liche
Mig a ions o schung : ZeM 2 (2023) 2, S. 172-189 - URN: u n:nbn:de:0111-pedocs-344693 - DOI:
10.25656/01:34469; 10.3224/zem. 2i2.05
h ps://nbn- esol ing.o g/u n:nbn:de:0111-pedocs-344693
h ps://doi.o g/10.25656/01:34469
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Disc imina ion in Munich Schools in he Gues Wo ke
Regime: The In e sec ion o Language, Na ionali y and Gende
Mona Be gmann &Ul ikeFe ke
Summa y: A e he ec ui men s op o gues wo ke s in 1973, ahigh p opo ion o mig an s
li ed in Munich and aced asepa a ing, ma ginalizing schooling si ua ion. Using an in e -
sec ionali y app oach, we show how mig an pupils we e pa icula lyma ginalised by he
o e lappingsocial ca ego ies o language, na ionali y and gende . Acco ding o ou empi ical
obse a ions o he pe iod om he 1970s o he 1980s, he seg ega ion in o na ionally
homogeneousdual-language classes ep oduced as uc u e o social exclusion.Ou indings
illus a e how pas schooling policies ha e doomed he educa ional and occupa ional op-
po uni ieso agene a ion o gues wo ke s’child en. As some o hedisc imina o y g ie -
ances can s ill be seen in oday’sneolibe alconjunc u e o acism, he esul s shed new ligh
on con empo a y(Ba a ian) school policies owa ds mig an s.
Keywo ds: In e sec ionali y,social exclusion,dual-language classes, educa ional disc im-
ina ion, mig a ion
Ti el: Disk iminie ung im Baye ischen Schulsys em an de In e sek ion on Sp ache, Na-
ionali ä und Gende wäh end de 1970e und 1980e Jah e. Eine Münchene Falls udie
Zusammen assung: Nach dem Anwe bes opp ü Gas a bei e im Jah 1973 sah sich ein
hohe An eil mig an ische Mi bü ge :innen in München eine ausg enzenden Schulsi ua ion
gegenübe . Mi Hil e des In e sek ionali ä sansa zes zeigen wi ü das Schulsys em in
München im Zei aum de 1970e und 1980e Jah e, wie mig an ische Schüle :innenübe die
zusammenwi kenden sozialen Ka ego ien Sp ache, Na ionali ä und Gende ma ginalisie
wu den. Die Beschulung in na ional homogenen Zweisp achenklassen ep oduzie e eine
S uk u de gesellscha lichen Ausg enzung, womi die damalige Schulpoli ik die Bildungs-
und Be u schanceneine Gene a ion eduzie e. Da es auch heu e noch ausg enzende
S uk u en gib , we en die E gebnisse ein neues Lich au die (baye ische) Schulpoli ik
gegenübe Mig an :innen.
Schlüsselwö e : In e sek ionali ä , Soziale Exklusion, Zweisp achenklassen, Bildungsdi-
sk iminie ung, Mig a ion
1In oduc ion: The educa ional si ua ion o immig an s in Ge many
Educa ion is an impo an ma ke o ape son’ssocial s a us. The Ge man ede al educa ion
sys em has been c i icized in school pe o mance s udies o ep oducing and ampli ying
social inequi ies,especially o immig an s (Ha 2016a: 181). Seg ega ingeduca ion measu es
poin o pe sis ing ins i u ional acisms (Dean 2020: 310), like in en ional alloca iono s u-
den s in o di e en elemen a y classes acco ding o ma ke s like o eign names o e hnici ies
and special in eg a ion cou ses o immig an s (Ha 2016a:180). Sepa a eschooling is being
ZeM –Zei sch i ü e z.wiss. Mig a ions o schung, Vol. 2, Issue 2/2023, 172–189 h ps://doi.o g/10.3224/zem. 2i2.05
discussed again, al hough i had al eady coun e ac ed social inclusion du ing he gues wo ke
egime hal acen u y ago.
In 1972, he Ba a ian capi al s a ed aschooling model o dual-language-classes
[Zweisp achenklassen] ha exis ed o almos wo decades. S uden s we e di ided in o na-
ionally homogeneous g oups, expelled om egula classes and p edominan ly augh all
subjec s in he o icial language o hei coun y o o igin, whe eas Ge man was augh as a
second language. Following minis e ial guidelines o he Con e ence o Minis e s o Edu-
ca ion [Kul usminis e kon e enz (KMK)], hese classes became he egula o m o schooling
o s uden s o gues wo ke pa en s in all o Ba a ia by 1976 un il he end o he 1980s. As
numbe s illus a e, mo e han hal o he dual-language class-s uden s ailed a he gene al
inal exams in he i s yea s in Munich (K is en 1978) showing ha his gene a ion was only
g an ed limi ed chances o educa ion.
The educa ional sepa a ion du ing he 1970s and 1980s in Munich has no ye been
examined wi h an in e sec ionali y app oach. Ape spec i e o in e sec ionali y allows o an
examina ion o how indi idual disposi ions o immig an s uden s we e u ned in o social
disad an ages by he educa ional sys em. In sociology, he ca holic daugh e o wo king class
pa en s om he coun ysidehas long been he gene ic pa s p o o o o showing ha edu-
ca ional chances depend on ce ain social cha ac e is ics (Dah endo 1968). The Munich case
complemen s he c i e ia o social exclusion in educa ion wi h mig a ion- ela edma ke s and
he eby also p o ides anew pe spec i e o cu en deba es in educa ion poli ics. S uc u al
acisms in educa ional ins i u ions a e commonly jus i ied wi h he me i p inciple o pe -
o mance.
A e an in oduc ion o he in e sec ionali y app oach and he esea ch design applied
(Chap e 2) he Munich case (Chap e 3) is illus a ed. Then, hedisc imina o y e ec s o he
Ba a ian schooling p ac ice on he gues wo ke s’child en a e highligh ed. The analysis is
ca ied ou along he social ma ke s na ionali y, language and gende (Chap e 4). Las ly, he
indings a e heo e ically amed and connec ed o deba es on educa ional (in)equi y(Chap-
e 5) and aconclusion (Chap e 6) is d awn.
2Theo e ical ame and esea ch design
By applying an in e sec ionali y pe spec i e on empi ical ma e ial om Be gmann’smas e s
hesis (2017), he ma ginaliza ion o gues wo ke s’child en by disc imina ion in he edu-
ca ion sys em becomes e iden .
Fi s ly de eloped by C enshaw (1989; 2004) in s udies o Black Feminism and C i ical
Race Theo y, he concep allows analysis o he in e sec ion o social ca ego ies ha p oduces
unique o ms o disc imina ion and opp ession.The app oach s esses he disc imina ion o
socie al g oups along ce ain social disposi ions (Walgenbach 2009; Chebou 2011)gene a ed
by hegemonic s uc u es o powe and leading o unequal poli ical ep esen a ion (Ganz/
Hauso e 2020: 19). The social disposi ions may de elop and o e lap in complex ways
(Sche 2012: 3) and ha e o be conside ed in hecon ex o hei social condi ions and
p ocesses o cons uc ion (Rod íguez 2011:78 ). The in e sec ions o social ca ego ies en ail
speci ic inequi ies ha ep oduce he social s uc u es, p ac ices, and iden i ies hey consis o .
173M .Be gmann, U. Fe ke: Disc imina ion in School by Language, Na ionali y,Gende
Hence, i is impo an o e lec on hei con ex o disco e y (Kallenbe g/Mülle /Maye 2013:
26) as well as hei his o ical and cul u al condi ions (Degele/Winke 2009).
The mos commonly analyzed ca ego iesa e ace, gende , and class (Degele/Winke
2009; Hill Collins/Bilge 2016: 79). In e sec ional s udies a e o en c i icized o aking pe -
sonal iden i ies o g an ed. The me e selec ion o ca ego ies in ad ance o in es iga ion by he
esea che ca ies he isk o ep oducing dominan powe dynamics. This can be me by
econs uc ing poli ical con ex s, decisions (C enshaw 1989), and p ocesseso knowledge
p oduc ion.
Fo Degele and Winke (2009), ocusing on heindi idual le el and on quali a i e da a
enables aclose , agency-cen e ed comp ehension. The p eca ious posi ions o mig an s a e
amed by socie ies’capi alis logic o p o i maximiza ion. Only hose who assimila e in o
socie y unob usi ely a e able o li e ela i ely undis u bed –albei wi hin he gi en ame-
wo k. S uc u es o powe wo k on he le el o symbolic ep esen a ion and iden i y con-
s uc ions (Degele/Winke 2009: 50) jus i ying he exploi a ionin he lowes segmen s o
indus ial jobs (Ka akayalı2008:106 .; Bojadžije , 2012:186 .). In o de o a oid de i ing
conclusions om s uc u al in o ma ion only (Degele/Winkle 2009), ou s udy elies on
assemblage-o ien ed mapping (Rod íguez 2011:96 .; Schwe l 2013: 113) o empi ical
ma e ial ha documen s schooling decisions o he ime.
The empi ical ma e ialconsis s o abody o a ound 250 a chi al documen s and 13
na a i e expe in e iews wi h cen al mig a ion and educa ion policy ac i is s. Wi h qual-
i a i e in e p e a i e in e iew analysis and quali a i e mapping o documen s we ace he
educa ional si ua ion o gues wo ke s’child en and i s dynamics in he Ci y o Munich du ing
he 1970s and 1980s h ough he poin s o iew om ha ime. The a chi al ma e ialsub-
s i u ed he ques ioningo a ec ed o me s uden s ha we e no sys ema ically loca able. I
was limi ed by he a ailabili y in a chi es. I encompasses poli ical documen s and pub-
lica ions o ini ia i es p o iding in o ma ionabou he educa ion o he gues wo ke s’
child en: Repo s o he Ba a ian school boa d, he Munich School Commi ee, Ci y Council
p o ocols, esolu ions o he Munich Auslände bei a ,1 esolu ions and lea le s o he Ba-
a ian umb ella o ganiza ion o educa ional mig a ion wo k [VIA e.V.] as well as documen s
o Munich mig an and educa ional ini ia i es and local media publica ions. Two hi ds o he
a chi al documen s we e acqui ed by akeywo d sea ch in he Munich ci y a chi e and ano he
hi d ia ag ass oo s educa ional ini ia i e’sa chi e.2
As he e was no possibili y o sys ema ically con ac hose who had been s uden s in he
dual-language classes o hei pa en s, we included expe in e iews wi h ( o me ) educa ion
p o essionals and ac i is s in ou analysis. The in e iewees had been in ol ed in he ci ic and
educa ional suppo o he gues wo ke s and hei child en du ing he 1970s and 1980s and
some o hem had been a ec ed by he sepa a ion in schooling hemsel es. We e alua ed
se en semi-guided in e iews o Be gmann’s hesis (2017) as well as six na a i e ideo
in e iews om ach onicle o con empo a y wi nesses [Münchne Pionie e], ha bo h
que ied educa ion and mig a ion expe s on hei pe sonal and p o essionalexpe iences.
On he basis o his ma e ial we conduc ed an assemblage ollowing he pe asi e logics
and s uc u es (Schwe l 2013: 118) o disc imina ion.The eby, we econs uc ed hep oc-
1The Auslände bei a ( o eigne s’council) has meanwhile been enamed o Mig a ionsbei a in Munich and is an
ad iso y council ha ep esen s he in e es s o he o eign popula iono amunicipali y o ci y o ad oca e
inclusion a he municipalle el.
2Ini ia i G uppe e.V.
ZeM –Zei sch i ü e z.wiss. Mig a ions o schung, Vol. 2, Issue 2/2023, 172–189174
esses and ca ego ies ha in e sec ed and p oduced social exclusion in hecase o he Munich
educa ion o gues wo ke s’child en. The mos p ominen ca ego ieso disc imina ion de-
i ed om he empi ical co pus a e language, na ionali y(wi h an e hnici y-dimension), and
gende . Language plays ag ea oleinjus i ying, o ganizing and implemen ing he dual-
language classes. Fu he mo e, he empi ical co pusdi ides along he gues wo ke na ion-
ali ies (I alian, G eek, Tu kish, Yugosla ian and Spanish). G oups o gues wo ke s a e o en
e e ed o by na ionali y whe eas he e a e no clea e e ences o he ca ego y o e hnici y –
hough some disc imina o y mechanisms wo k ia an in e play o bo h. Gende –as he mos
common social ma ke –has always played ag ea ole o educa ion. We a e awa e ha we
analyze his in e sec ing ins i u ional disc imina ion in educa ion om ahegemonic posi ion
o whi e academics, om whichwecanno ully disconnec ou sel es and ou indings.
3The educa ion o he gues wo ke s’child en in he ci y o Munich
The ime o obse a ion ep esen s he second mig a ion cycle and mig a ion egime o 20 h
cen u y Ge many (Bojadžije 2012: 245 .) cha ac e ized by he s op o immig an wo ke
ec ui men in 1973, epa ia ion poli ics on he side o he s a e as well as discussions abou
amily euni ica ion and ci il igh s by immig an s. In Ge many, he ec ui men ag eemen s
s a ed in 1955 o c ea e a empo a y wo k o ce o indus ial jobs du ing he economic boom.
Gues wo ke s came om Tu key,I aly,G eece, Yugosla ia, and Spain as well as o he
Sou he n Eu opean coun ies like Po ugal. Unexpec edly,many wo king immig an s decided
o s ay, b inging o ounding amilies in Ge many – hus becoming pa o he esiden
popula ion. As a esul , he numbe s o s uden s o o eign-bo n pa en s ose in he yea s o
ollow (Kischkewi z/Reu e 1980: 25–30).
Compa ed o o he Wes Ge man s a es, he educa ional sys em o Ba a ia and i s capi al
Munich is an ex eme case due o especially disc imina o y dynamics (Sendlmeie 1986:
56 ., Hunge 2001:132). To illus a e he Munich case, he educa ional si ua ion o mig an s
in Ge many a he ime and he Ba a ian Sonde weg3(Ka akaşoğlu/Linnemann/Vogel 2019:
8) a e p esen ed, ollowed by adesc ip ion o he si ua ion in Munich.
3.1Educa ional si ua ion o mig an s in Ge many
Following inc easing wo k mig a ion wi hin Eu ope, a1960 UNESCO-ag eemen agains
disc imina ion in educa ional sys ems compelled ecei ing s a es o gua an ee he same ed-
uca ional s anda ds o o eign esiden s as o hei own ci izens (UNESCO 1960). Howe e ,
in Ge many, speci ic educa ional guidelines and s a egies o he schooling o non-Ge man
ci izens we e no e ol ed un il hebeginning o he 1970s. Ge man ede al s a es ha e
so e eign educa ional sys ems and a e esponsible o implemen ing he di ec i es o he
Ge man educa ional minis e ial con e ence espec i ely. The ede al educa ion sys em is
c i icized o his o ically p oducing unequal ou comes (Ris 1978).
In 1971, he KMK made he educa ion o mig an child en asepa a e opic o he i s
ime and issued guidelines o policies ega ding school o ganiza ion and educa ional in-
3Special pa hway
175M .Be gmann, U. Fe ke: Disc imina ion in School by Language, Na ionali y,Gende

s uc ion o immig an child en in he Ge man ede al s a es wi h he dual aim o in eg a ionin
Ge many and ein eg a ion possibili ies in he coun ies o o igin (Ka akaşoğlu/Linnemann/
Vogel 2019: 7 .). The KMK- ecommenda ions sugges ed p epa a o y classes in sho and
long o m as well as special classes o s uden s o o eign-bo n pa en s. In e es ingly, he
guidelines concen a ed on elemen a y school and lowe seconda y educa ion only. They did
no include ecommenda ions o highe seconda y educa ion – he eby al eady indica ing
disc imina ion (ibid.).
The Wes Ge man S a es os e ed h ee di e en app oaches in he implemen a ion o he
1971-KMK-guidelines (Röh -Sendlmeie 1986: 56 .). T änha d (1991) obse es ha he
educa ional achie emen s and he numbe o immig an child en whoacqui ed highe qual-
i ica ions de eloped e y di e en lyin he ede al s a es du ing he ou decades o he Wes
Ge man epublic. The inequi ies we e pa icula lysigni ican in e ms o he success le els o
immig an s uden s (Hunge 2001:135). I was shown ha s uden s wi h o eign bo n pa en s
in gene al ha e been mo e ad e sely a ec ed by di e ences in ede al school sys ems han
child en o Ge man pa en s (T änha d 1991:417).
While Be lin, Lowe -Saxony,Saa land, Schleswig-Hols ein, and la e also No h Rhine-
Wes phalia ocused on in eg a ing he s uden s wi h o eign bo n pa en s in egula classes,
Hambu g, Hesse and Rhineland-Pala ina e chose adual s a egy o enable bo h in eg a ion
in o he Ge man educa ion sys em and ein eg a ion in o schools in he home coun y. In
con as , educa ion poli ics in Baden-Wue embe g (since 1975) and Ba a ia mainly ocused
on epa ia ion(Röh -Sendmeie 1986: 56 ) by implemen ingseg ega ed classes o child en
o o eign-bo n pa en s.
3.2 The Ba a ian Sonde weg
The Ba a ian Sonde weg s a ed wi h he educa ion ac s o 1957 and 1961 allowing o he
exclusion o child en om school in case hei Ge man skills we e conside ed insu icien
(ibid.: 52). Following he KMK-guidelines, dual-language and p epa a o y classes we e in-
oduced. Fo he dual-language classes, s uden s we e di ided in o na ionally homogeneous
g oups o each hem in heo icial language o hei coun y o o igin. Ge man was augh as a
second languagewi h 8lessons pe week. The school minis y ec ui ed o eign eache s o
he na ional homogenous classes, o en on empo a y wo king con ac s. Allowing special
cu iculums mean less compa able diplomas, loopholes o an i-democ a ic con en (ibid.:
60) and ex a eaching ma e ials, like school books in he espec i e languages. This mean
inancial expenses and complex o ganiza ional wo k o hecommuni ies (Ba a ian Asso-
cia ion o Ci ies 1971).
In he cou se o hei di e ging implemen a ion, he KMK- ecommenda ions we e e-
o mula ed in anew esolu ion on educa ion o child en o o eign wo ke s in 1976 and
supplemen ed in 1979.The goals o e ision we e o include, i.e., he Ba a ian Sonde weg
in o he common ede al guideline (Röh -Sendlmeie 1986: 59), o os e he i s language
skills o child en wi h o eign languages in Ge man schools in a ou o a egula ion o ien ed
owa ds he e u n o hechild en o hei so-called home coun y (ibid.; Ka akaşoğlu/Lin-
nemann/Vogel 2019: 8):
ZeM –Zei sch i ü e z.wiss. Mig a ions o schung, Vol. 2, Issue 2/2023, 172–189176
“Howe e , in he con ex o he dual ask o a) in eg a ing in o he Ge man en i onmen and b) c ea ing he condi ions
o ein eg a ion in o he home coun y, he Recommenda ion pays inc eased a en ion o he second objec i e.”
(Sec e a y’sO ice o KMK 1976: 3)
Recommenda ions in he1976-edi also wo ked owa ds amo e equen and longe sepa-
a ion o child en o o eign na ionali ies om Ge man child en, e.g. by p olonging p epa -
a o y classes o wo yea s (Ka akaşoğlu/Linnemann/Vogel 2019: 8 ).
Gene ally, he KMK-guidelines also allowed o each child en wi h o eign mo he
ongues in egula classes unde he equi emen o p o iding supplemen a y Ge man as well
as supplemen a y mo he ongue ins uc ion, “in case a leas wel e pupils a e expec ed o
a end on asus ained basis”(S MUK 1979). Ye , he school egis a ion numbe s, e.g. o
Munich, show ha hese supplemen a y cou ses had a ely been es ablished (Munich School
Commi ee 1977). Ins ead, when p econdi ions like ace ain numbe o s uden s o he same
na ionali y we e no me (Schul e e a 1972: 2), s uden s om di e en school ca chmen
a eas and e en se e al school yea s (especially he highe yea s) we e pooled oge he
(S MUK 1974: 2; Mi gliede e sammlung IG e.V. 1978:3). In case he na ionally homoge-
nous classes could no be illed, his could esul in pooling all non-Ge man s uden s in a
sepa a e class (Ba a ian S a e Minis y o Educa ion and Cul u al A ai s 1976a).
Al hough in p ac ice, he e we e speci ica ions ega ding he ansi ion o (Ge man)
mains eam classes, such sepa a e o ms o educa ion de eloped in o akind o “pa allel school
b anch”(K üge -Po a z 2019: 395). As aconsequence, compa ed o 56%o s uden s wi h
Ge man pa en s, only 17%o s uden s o o eign-bo n pa en s g adua ed om seconda y
school in Ba a ia in 1985, he lowes numbe in he Fede al Republico Ge many (Hunge
2001:125).
3.3 The Munich case
Munich was (amongs Augsbu g and Nu embe g) one o he ci ies ha i s es ablished
na ional homogenous model classes in 1972 as well as o he ypes o special model classes o
s uden s o o eign-bo n pa en s. In Ge many, mig an g oups a e p edominan ly loca ed in
me opoli an a eas (Lu e 2016: 128), u ning ede al s a e capi als o impo an places o
poli ics and in eg a ion. Munich has always had one o he highes pe cen ages o o eign
esiden s in Ge many up un il oday. A hebeginning o he pe iod in es iga ed, mo e han
88,000 gues wo ke s li ed in Munich (Dunkel/S amagglia-Faggion 2000: 9) which had a
o al popula ion o 1.3 million. In compa ison o he a he es ic i e immig a ion poli ics o
Ba a ia, he Social Democ a icci y council in Munich o enp o ed obemo e libe al. Ye ,
being an immig an ci y had o en been ende ed ap oblema ic issue in Munich, keeping a
mos ly cul u alis –a imes cul u ally acis –discou se owa ds mig an s in local poli ics
(Hess/Mose 2009: 15).
In acco dance wi h he Ba a ian Educa ional Minis y, he Munich school policy aimed a
gi ing he gues wo ke s’child en access o heschool sys em, while simul aneously keeping
open he op ion o hei epa ia ion (Ba a ian S a e Minis y o Educa ion and Cul u al
A ai s 1976a;He be 2003: 238).
The numbe o s uden s wi h o eign na ionali ieswas especially high in Munich, ising
om a ound 8,000 in he school yea 1973/74 o o e 10,000in he 1980s (Schul e e a 1973:
1; Schul e e a 1982). Dual-languageclasses we e p edominan ly se up o gues wo ke
177M .Be gmann, U. Fe ke: Disc imina ion in School by Language, Na ionali y,Gende
na ionali ies wi hou hei ownp i a e schools (Tu kish, Yugosla ian and I alian) in Munich.
Tu kish s uden s ep esen ed he bigges na ional g oup in Ba a ia as well as Munich (S MUK
1976; Via LV Baye n 1983: 2).
S uden na ionali ies in Munich
School
yea Tu kish Yugosla ian I alian G eek Spanish O he non-
Ge man
S uden numbe s 1973/
74 1.313 819652 267 204 820
Dual-language
classes
1974/
75 17 99-- -
Own illus a ion (Schul e e a 1973:3; 1974)
A e he model cha ac e ended wi h he 1976-edi o he KMK, he numbe s o dual-
language classes ose un il almos wo hi ds o he s uden s o o eign-bo n pa en s wen o
na ionally homogenous classes (S MuK 1976). The numbe s o dual-language classes only
s a ed o dec ease a e he second mig a ioncycle and he gues wo ke egime by heend o
he 1980s. Compa ed o hese numbe s, in heschool yea 1982/83 a ound 12,500s uden s
wi h gues wo ke pa en s s ill a ended Munich public schools, o which 7,000 al eady wen
o egula classes while 5,500 emained in na ional homogenous classes (Jung e e . al. 1983:
2).
4Inequali ies by in e sec ions o language, na ionali y and gende in
he Munich case
Al oge he , es ic i e Ba a ian poli ics o educa ion we e an o ien a ion o decisions on he
Ge man ede al le el o along ime, gi ing Munich’sschool sys em aspecial posi ion. The
model wasimplemen ed in away ha a he ensu ed ’ ouble- ee lessons’ o Ge man pupils
ins ead o ocusing on quali ying he child en o o eign-bo n pa en s (K üge -Po a z 2019:
395).
4.1The oleo language in educa ion
Language was an impo an dimension o inequi y as imposed decisions abou language
p o iciency, alack o pa en s’inclusion and impedimen s o a ending highe educa ion
be ea ed he child en o chances o exploi ing hei po en ial in diplomas in Ge many and
ab oad. P o iciency in many languages and mas e ing o mo e han one mo he ongue we e
no conside ed a esou ce by educa ional ins i u ions and au ho i ies. Ins ead, mas e ing he
mo he ongue o he pa en s’home-coun ies was an unques ioned equi emen .
“Iwas blindsided when Iwas old ha i is impo an olea n you mo he ongue i s , and ha you need, le ’ssay, 7–8
yea s, hen you should lea n Ge man. And Icome (…) om he Dolomi es.Icouldn’ unde s and [ ha ] a i s ,
ZeM –Zei sch i ü e z.wiss. Mig a ions o schung, Vol. 2, Issue 2/2023, 172–189178
because we spoke Rhae o-Romanic, ha is Ladin, a home, in kinde ga en we lea ned I alian, hen in elemen a y
school I alian and Ge man, and hen la e in high school English was added, so p ac ically we we e always con on ed
wi h i e languages somehow, and i was no p oblem a all o us. So i was di icul o me o unde s and a i s ,
p ac ically, un il o cou se i was qui e clea ha his was apoli ical decision.”(In e iew 1)
Ye , con a y o he aim o he dual-language classes, some child en we e no augh in
(any o ) hei mo he ongue(s) a all (Be gmann 2017:29) as hey o en becameen olled in
na ionally homogeneousclasses wi hou acheck o hei language skills (Buße e al. 1981:
38). The mo he ongue o Tu kish Ku ds, whowe e mos ly en olled in he Tu kish classes,
was p edominan ly no Tu kish bu Ku dish (In e iew 1, 2014; In e iew 5, 2017). Child en
om Yugosla ia had many di e en mo he ongues and did no always speak he o icial
language, Se bo-C oa ian.
The decision, whe he child en we e alloca ed o na ionally homogenous classes o o
egula classes, o whe he hey would be able o a end highe educa ion, was o en aken by
ins i u ions on behal o he o eign-bo n pa en s, e.g. by eache ecommenda ions (S MUK
1974: 6). The eby, he subjec i e imp ession o eache s and he ins i u ionally es ima ed
language skills played ag ea e ole han KMK-guidelines in ended (Jung e e .al. 1983: 2).
Addi ionally, language excludedmany pa en s om well-in o med decision making: Fo
example, he e was no bilingual in o ma ion a ailable in Munich abou he seconda y school
sys em in he espec i e na ional language (Schul e e a 1978: 5). Amul ilingual le e handed
ou o pa en s by he schools in o med abou he dual-language classes, bu did no men ion
he pa en s’ igh o objec (Geiselbe ge 1974) and in o ma ion e enings abou dual-language
classes o pa en s a schools we e o en only held a e he egis a ion da e o he dual-
language classes in Munich (Scha nagl/Schulam 1974). In he 1980s, he school depa men
s a ed o e ing consul a ion hou s o Tu kish and Yugosla ian pa en s held by compa io s
wi h limi ed opening hou s (Schul e e a 1983: 7) incompa ible wi h wo king shi s o in-
dus ial wo ke s. An in e na ional counseling cen e wi h con ac pe sons speakingRomanian,
G eek, I alian, Se bo-C oa ian, and Tu kish wasno se up un il 1985.
Fo changing om dual-language classes o egula classes, no o icial p ocedu e exis ed
(Auslände bei a 1982:1). Fo alloca ionin o highe educa ion, besides he gene al e e al
ce i ica e [Übe i szeugnis],4 he e we e special p e equisi es Ge man s uden s did no ace:
Aw i en ecommenda ion by he class eache 5and ahigh g ade6in Ge man ha could e en
ou ank he g ade poin a e age o he Übe i szeugnis (Schul e e a 1983:1).
Acco ding o he o icial a ionale, an educa ion in hei mo he ongue would gi e he
child en “asense o achie emen ”(In e iew 4, 2017), acili a e success in school, and bes
p epa e he child en o hei an icipa ed ese lemen o hei home coun y in la e li e (Meie
1980). The Ba a ian educa ion minis y also s esses he impo ance o i s p ope ly ac-
qui ing one’s(supposed) mo he - ongue o men al-emo ional de elopmen and na ional
iden i y o ma ion (Röh -Sendlmeie 1986: 58). The educa ional equi emen s o he Ge man
school sys em and he p essu e o in eg a ion we e conside ed oo high o he immig an
child en (S MUK 1974: 3), indica ing ha hei abili ies we e pe cei ed as de icien . This
poin s a acul u alis a ionale o acism ha con ains an impe a i e o assimila e (Bojadžije
2012; Ka akayalı2008).
4Re e al ecommenda ion o Realschulen and Gymnasien
5Pädagogisches Wo gu ach en (Schul e e a 1983: 1)
6G ade 1o 2ou o 6in he Ge man g ading sys em
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München.
Kon ak :
Mona Be gmann M.A.
Technische Uni e si ä München
[email p o ec ed]
D . e . pol. Ul ike Fe ke
Technische Uni e si ä München
[email p o ec ed]
189M. Be gmann, U. Fe ke: Disc imina ion in School by Language, Na ionali y,Gende