Learning to belong? An analysis of Germany’s migrant orientation programme from an HRE perspective.

  • Nicholas Stone University of Hildesheim, Germany

Abstract

The German integration programme teaches language and knowledge about Germany to newcomers and those with migration backgrounds. This article analyses the programme and course content from a human rights education (HRE) perspective to tease out some of the inherent contradiction between teaching ‘German values’, purported to be one of the integration programme’s goals, and teaching human rights. Incorporating HRE principles into the programme will arguably benefit learners by avoiding some of this inherent bias as well as teaching learners to challenge societal injustice. The article explores the programme structure and goals, asking what message(s) it conveys. It delves into a content analysis of the ‘Politics in a Democracy’ chapter of 100 Stunden Deutschland, focusing on how human rights and discrimination are depicted. As a result of this analysis, recommendations are developed that suggest how the orientation course specifically and the integration programme more broadly can ensure greater consistency with HRE principles.

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Author Biography

Nicholas Stone, University of Hildesheim, Germany

Nicholas Paul Stone is a PhD candidate focused on German immigration integration politics, specifically the orientation course and what it means to teach societal values.

Published
2020-04-17
How to Cite
Stone, N. (2020). Learning to belong? An analysis of Germany’s migrant orientation programme from an HRE perspective. Human Rights Education Review, 3(1), 31-48. https://doi.org/10.7577/hrer.3694
Section
Research articles