Integration durch Bildung : universelle versus spezifische Förderstrategien am Beispiel der Zielgruppe der Sinti und Roma

The term ‘inclusion’ is ever-present in scientific, social and political contexts. This dissertation addresses the area of conflict between universal and target-group-specific assistance exemplified by the minority group of Sinti and Roma.As a minority this target group is impacted by discrimination and segregation and, therefore, possesses particular needs.

Taking into consideration the acting mechanisms of discrimination, this paper will discuss in how far a minority may be assisted on the path to equal access to education and society while also enforcing the cooperation between majority-and minority society. In this connection, universal and specific strategies for aid and their effect on the target group will be investigated. Focal point of this investigation is the discussion whether specific strategies for aid can facilitate inclusion as a primary method, when taking a target group with particular challenges into consideration.

This dissertation pursues an empirical approach with qualitative methods. Aside from the interviews of experts, emphasis is placed on user research by surveying the target group itself in order to ascertain their individual needs and requirements. In doing so the aim is to develop recommendations for action that unburden the path into the educational system for the target group. With regards to the recommendations for action, focus is set on the discourse “encourage and exact” to identify requirements to succeed, how on one side encouragement of minority can be achieved and strategies that are helpful in this context are taken into account. On the other hand, the demands that have to be met by both, majority and minority dominant parts of society need to be considered in order to guide the educational process from both perspectives equally.

The findings of this dissertation are not intended to be limited to the target group Sinti and Roma, but further conduce generalizing as a useful resource for integration of disadvantaged target groups into the educational system. Furthermore, this paper aims to advance the scientific discourse since the current debate around universal versus specific strategies of assistance is mostly normative while this paper pursues a decidedly empirico-analytical approach



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