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Examensarbeit aus dem Jahr 2009 im Fachbereich Pädagogik – Pädagogische Soziologie, Phrase: 1,5, Martin-Luther-Universität Halle-Wittenberg (Philosophische Fakultät III – Erziehungswissenschaften), Sprache: Deutsch, Abstract: Aus der Einleitung: Einwanderungen – seien es gewollte oder ungewollte, resultierend aus Anwerbungen von (Gast-)Arbeitern, Familienzusammenführungen oder Flucht – haben in Deutschland de facto zu einer multikulturellen, multiethnischen und damit insbesondere auch mehrsprachigen Gesellschaft geführt. In der Retrospektive hat die Bundesrepublik Deutschland seit ihrer Gründung im Jahre 1949 jährlich mindestens rund 250.000 Zuwanderer mit verschiedensten Migrationshintergründen aufgenommen (vgl. Diehm/Radke 1999, S.9). Im Zuge des steten demografischen Wandels, für den vor allem in der Gegenwart Migrations- und Emigrationsbewegungen neben Überalterung und ähnlichem zentrale Faktoren sind, zeitigt heute eine Gesellschaftsstruktur, die in der Vielschichtigkeit ihrer Bevölkerungsgruppen enorm komplex ist. Durch die damit verbundenen soziokulturellen Unterschiede (seien es religiöse, sprachliche and so forth.) lastet ein beträchtlicher Anpassungs- und Veränderungsdruck auf allen sozialen Einrichtungen – so auch auf dem komplexen Erziehungssystem.
Unter den Migranten sind in zunehmendem Maße Kinder. Sie kommen nach Deutschland (oder werden hier geboren) und haben oft schon frühzeitig Probleme, im fremden Bildungssystem und dem neuen gesellschaftlichen Umfeld Fuß zu fassen. Teilweise hat sich das Verhältnis von Kindern mit und Kindern ohne Migrationshintergrund in einzelnen Stadtteilen/Kommunen und in einzelnen Schulformen aufgrund zweier gegenläufiger Faktoren verrückt: der Rückgang der Geburten bei den Autochthonen und die Zuwanderung von außen. Die institutionellen Bildungseinrichtungen reagieren nur sehr langsam auf diese Veränderungen, was wiederum zur Folge hat, dass die Kinder durch die Wechselwirkung von misslingenden Bildungsbestrebungen und misslungener Integration das Nachsehen haben.
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