Construction of difference and homogeneity: Teacher narratives about diversity in the Luxembourgish school system

Jean-Marc Wagner; Adelheid Hu

doi:10.1515/eujal-2019-0047

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Construction of difference and homogeneity: Teacher narratives about diversity in the Luxembourgish school system

Jean-Marc Wagner and Adelheid Hu

Published/Copyright: January 22, 2020

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From the journal European Journal of Applied Linguistics Volume 8 Issue 1

Abstract

The school environment of the 21st century is shaped by rapidly changing social and societal conditions that teachers need to adapt to, increasing linguistic, cultural and ethnic diversity among other things. The development of attitudes to cope with these constant societal transformations is one of the main challenges of teacher professionalization today. In this chapter, we concentrate on the self-positioning and argumentation patterns of two Luxembourgish primary school teachers. We focus on the question how these teachers construct differences and homogeneity, what kind of categories and norms they rely on (e.g. performance, sociocultural background, and language) and in how far mechanisms of in- and exclusion become visible.

With its trilingual tradition and school system (mainly Luxembourgish, French and German), and at the same time a highly diverse society with more than 170 nationalities, Luxembourg represents a particularly interesting case. As the recent PISA studies have repeatedly shown, the Luxembourgish school system (including its traditional trilingualism and strong orientation on language education) produces a high degree of inequality, and represents an important challenge especially for children of migration.

With our study, which is based on in-depth interviews and which adopts an analytical approach combining elements of content and discourse analysis, we found a tendency towards a backward oriented idealized orientation of the past and a high degree of insecurity. We also show which ambivalences the teachers are confronted with and their efforts to deal with these ambivalences.

We hope to contribute to a deeper understanding of how teachers position themselves vis a vis the existing diversity in schools, and which discourse and argumentation patterns they rely on. We see this study as part of research on teacher professionalization that will be useful for reflexive pre- and in-service teacher training.

Keywords: Teacher professionalization; diversity; Luxembourg; educational discourse; discourse analysis

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Published Online: 2020-01-22

Published in Print: 2020-02-26

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Articles in the same Issue

https://doi.org/10.1515/eujal-2019-0047

Keywords for this article

Teacher professionalization; diversity; Luxembourg; educational discourse; discourse analysis