Migrant literature in intercultural education

Abstract

Though migrant literature is a rather new type of literature in West Germany, there are already many publications in this field. Most of them are published by small specialised publishers, but more and more are being brought out by the larger ones (cf. Frederking, 1985; Griinefeld, 1985; Kruger‐Potratz, 1985). Several competitions and the resulting publications (cf. Ackermann, 1982,1983,1984; Esselborn, 1987) have also contributed towards establishing migrant literature in the culture scene of West Germany. In particular the Adalbert‐von‐Chamisso‐prize (cf. Friedrich, 1986), donated by the Robert‐Bosch‐Stiftung and the Bavarian Academy of Arts has helped to better acknowledgement of migrant literature. In this paper, I want to show how migrant literature can be implemented in intercultural education. After giving a very brief introduction to migrant literature in West Germany, I will discuss the function of this literature for minority as well as majority pupils. In the third section some examples are given, then experiences are described more thoroughly, with a consideration of problems. In this paper, the terminology follows the tradition that has been established in West Germany in recent years, i.e. ‘multicultural’ describes the state of society or classroom as well as ‘multiethnic’ does if the ethnic background is of importance. ‘Intercultural’ is used to characterise the educational process that is based on minority as well as majority culture. ‘Bilingual’ is used either to characterise the capability of a person to speak more than one language or to focus on the fact that in a society or classroom two (or more) languages are used (cf. Hohmann, 1983).

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 4 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.