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2. Teachers in Transition. A Biographical Perspective on Transnational Professionalisation of Internationally Educated Teachers in Germany

Author

Terhart, Henrike

Abstract

Teachers trained in one country are often not allowed to serve as teachers in another country because their teacher's license is not recognised as equivalent. The barriers these teachers have to overcome in order to work in their profession again are high and often require further (full) teacher training at the university. The paper provides insights into the conditions for teachers who participate in (re-)qualification programmes in Germany and Europe. By linking the theoretical concepts of a biographical approach to teacher professionalisation and transnationalisation in education, the results of an interview study with teachers who have participated in a programme for refugee teachers at a university in Germany are presented. The Grounded Theory analysis reconstructs the strategies of internationally educated teachers managing to keep up their hope to be able to work as teachers again and thus counter the formal de-professionalisation they are facing.

Published
2022
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6. Migration

Author

Terhart, Henrike, Gugutzer, Robert, editor, Klein, Gabriele, editor, and Meuser, Michael, editor

Published
2022
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8. Newly Arrived Migrant Students in German Schools: Exclusive and Inclusive Structures and Practices

Author

Terhart, Henrike and von Dewitz, Nora

Abstract

Newly arrived migrant students in German schools are currently the centre of attention. In 2015 and 2016 the incoming number of migrant children and adolescents of school-age has risen. Schools, the education administration as well as politics need to take action with regard to this. In the on-going debate on new immigrant students in school, German media and the public focus have been predominantly on asylum seekers from conflict zones such as Syria or Afghanistan. For schools, the increasing number of newcomers with no or little proficiency of German currently poses a challenge, even though new immigrant students at school are not a new phenomenon, but rather a permanent one. From a theoretical point of view, social participation can be discussed within the division of inclusion and exclusion. In this article we examine the potential of a theoretical framework of social inclusion and exclusion in the case of new immigrant students and establish a connection between the organisation of schooling and practices in class. The analysis of a scene of multilingual classroom interaction, held in a separate class for newcomers only, shows how a complex interplay of including and excluding effects structure the situation of newly arrived migrant students.

Published
2018
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9. Transnationale Jugenden und der Seiteneinstieg in das deutsche Schulsystem: Bildungsmigrant*innen an privaten Internatsgymnasien.

Author

Terhart, Henrike

Subjects
BOARDING schools, STUDENTS
Abstract

Copyright of Zeitschrift für Pädagogik is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Published
2024

17. Forschungsfeld Migration

Author

Gugutzer, Robert, Klein, Gabriele, Meuser, Michael, Terhart, Henrike, Gugutzer, Robert, Klein, Gabriele, Meuser, Michael, and Terhart, Henrike

Published
2022

22. Optimierung

Author

Terhart, Henrike, Hofhues, Sandra, and Kleinau, Elke

Subjects
ambivalence, Ambivalenz, Bewertungskriterien, Bildungsaufstieg, Bildungsstrategien, Bildungssystem, contemporary signatures, developability, educational advancement, educational strategies, educational system, Entwicklungsfähigkeit, Erziehungsstrategien, evaluation criteria, failure, feasibility myth, Gegenwartssignaturen, improvability, Machbarkeitsmythos, Optimierungstendenzen, Optimierungswahn, optimization mania, optimization tendencies, pedagogical action, pedagogical-didactical strategy, pädagogisch-didaktische Strategie, pädagogisches Handeln, Scheitern, Verbesserbarkeit, bic Book Industry Communication::J Society & social sciences::JN Education::JNA Philosophy & theory of education
Abstract

Optimierung – ein für die Erziehungswissenschaft vieldeutiger und spannungsreicher Begriff mit unterschiedlichen, teilweise widersprüchlichen Bedeutungen. In dem Band werden die ambivalenten Dimensionen von Optimierung im Feld von Bildung und Erziehung aufgegriffen. Ziel ist es, die Bedeutungen und Grenzen des Begriffs für die Erziehungswissenschaft als Disziplin auszuloten.; Optimization—an ambiguous and exciting term for educational science with different, sometimes contradictory meanings. This interdisciplinary volume deals with the ambivalent dimensions of optimization in the field of education. The aim is to explore the meanings and limits of the term for educational science as a discipline.

Published
2021
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29. IO5 - Evaluation Report of the Participatory Approach in R/EQUAL and the Partner Programmes

Author

Frantik, Petr, Terhart, Henrike, Kansteiner, Katja, Krieg, Semra, Bakkar, Abdullah, Dam, Esther, Heideker, Hannah, Obermayr, Tina, Proyer, Michelle, Käck, Annika, Mickwitz, Larissa, Bengtsson, Anki, Linné, Tove, Malm, Susanna, Bodström, Helén, Frantik, Petr, Terhart, Henrike, Kansteiner, Katja, Krieg, Semra, Bakkar, Abdullah, Dam, Esther, Heideker, Hannah, Obermayr, Tina, Proyer, Michelle, Käck, Annika, Mickwitz, Larissa, Bengtsson, Anki, Linné, Tove, Malm, Susanna, and Bodström, Helén

Abstract

ERASMUS+Projektnummer 2018-1-DE-01-KA203-004241

Published
2021

30. IO4-Teacher education and (Re-)Qualifications in the Context of Teacher Migration : An Interview Study on Experiences and Expectations in four European Programmes for (Recently) Immigrated and Refugee Teachers

Author

Kansteiner, Katja, Schneider, Anika, Terhart, Henrike, Frantik, Petr, Bakkar, Abdullah, Krieg, Semra, Proyer, Michelle, Obermayr, Tina, Käck, Annika, Mickwitz, Larissa, Bengtsson, Anki, Linné, Tove, Malm, Susanna, Bodström, Helén, Kansteiner, Katja, Schneider, Anika, Terhart, Henrike, Frantik, Petr, Bakkar, Abdullah, Krieg, Semra, Proyer, Michelle, Obermayr, Tina, Käck, Annika, Mickwitz, Larissa, Bengtsson, Anki, Linné, Tove, Malm, Susanna, and Bodström, Helén

Abstract

Erasmus+ 2018-1-DE-01-KA203- 004241

Published
2021

35. Programm für geflüchtete Lehrkräfte an der Universität zu Köln

Author

Terhart, Henrike, Elshof, Ariane, and Preuschoff, Susanne

Subjects
Nordrhein-Westfalen, Anerkennung, Vocational pedagogics, Qualifizierung, Berufs- und Wirtschaftspädagogik, Beruflicher Wiedereinstieg, Occupational qualification, Labor market, Vocational qualification, Germany, Migration background, Immigrant background, North Rhine-Westphalia, Lehrer, Migration, Higher education lecturing, Further education, Köln, Cologne, Labour Market, Flight, Re-entry, Austria, Berufliche Qualifikation, Flucht, Refugee, Certification, Teacher education, Teachers' training, Erziehung, Schul- und Bildungswesen, Weiterbildung, Berufliche Integration, Arbeitsmarkt, Qualifizierungsmaßnahme, Education, National Vocational Qualification, University teaching, ddc:370, Lehrerbildung, Qualification, Hochschulforschung und Hochschuldidaktik, Deutschland, North-Rhine Westphalia, Sweden, Migrationshintergrund, Teacher, Hochschule, Higher education institute, Running away, Berufspädagogik, Flüchtling, Hochschullehre, Occupational integration, Continuing education, University lecturing
Abstract

Ein Großteil der Lehrkräfte mit ausländischen Berufsabschlüssen kann nicht ohne weitere Qualifizierung in ihrem Beruf in Deutschland arbeiten. Parallel dazu zeichnet sich in Deutschland ein deutlicher Lehrkräftebedarf ab, der sich laut aktuellen Prognosen der Kultusministerkonferenz in den kommenden Jahren noch verschärfen wird, wobei je nach Region, Schulformen und Unterrichtsfächern erhebliche Unterschiede bestehen. Davon ausgehend stellt sich die Frage, wie sich im Ausland qualifizierte Lehrkräfte mit ihrem Wissen und ihren Fähigkeiten in Deutschland weiterqualifizieren können, um als Lehrkräfte im Bildungsbereich tätig zu werden. Dieser Beitrag stellt ein Unterstützungsangebot für geflüchtete Lehrkräfte an der Universität zu Köln vor. (DIPF/Orig.)

Published
2020

36. Transnationale Bildungsverläufe zwischen globaler Bildungsorientierung und nationalem Schulsystem. Internationale Schüler_innen an privaten Internatsgymnasien in Deutschland

Author

Terhart, Henrike

Subjects
Eltern, Educational opportunities, Parents, Bildungsnachfrage, Schulpädagogik, Educational offer, Schulleitung, Germany, Empirische Bildungsforschung, Case Studies (Education), Secondary school, Foreigner, Migration, Soziale Ungleichheit, Educational offerings, Transnational culture, Transnationale Kultur, Educational Demand, Pupils, Selbstdarstellung, Choice of school, Gymnasium, Schüler, Bildungsangebot, Inhaltsanalyse, Erwartung, Privatschule, Boarding school, Erziehung, Schul- und Bildungswesen, Fallstudie, Private Schools, Case study, Social inequality, Alien, Private school, Education, Expectancy, ddc:370, Globalisierung, Qualitative research, Website, Educational provision, Independent school, Internationalization, Interview, Deutschland, Self-representation, Motivation, School management, Schulwahl, Ausländer, Internat, Parent Choice, Pupil, Qualitative Forschung, German academic secondary school, Grammar School, Bildungsbiografie, Educational possibilities, School career, Bildung, Internationalisierung, Globalization, Content analysis
Abstract

Jugendliche aus dem Ausland, die private Internatsgymnasien in Deutschland für mehrere Jahre mit dem Ziel besuchen, das Abitur zu absolvieren, sind keine Seltenheit. In diesem Beitrag wird zunächst eine theoretische Rahmung dieser Bildungspraxis vorgenommen und auf der Grundlage einer qualitativen Analyse von Inhalten zu internationalen Schüler_innen auf Webseiten privater Internatsgymnasien in Deutschland vorgestellt. Darauf aufbauend werden in einer interviewbasierten Fallanalyse die Erwartungen an den Wechsel in das deutsche Schulsystem aus Sicht eines Schülers aus China, seines Vaters sowie des Leiters eines Internatsgymnasiums rekonstruiert. In der gemeinsamen Hervorbringung des transnationalen Bildungsverlaufs zeigt sich eine globale Bildungsorientierung bei einer gleichzeitigen Verankerung in den nationalen Schulsystemen. Das Setting für eine entsprechende Praxis können private Internatsgymnasien in Deutschland für Schüler_innen aus dem Ausland und ihre Familien bieten. Damit wird eine Form der bildungsbezogenen Neuzuwanderung von Jugendlichen in Deutschland aufgegriffen, die im aktuellen Diskurs um den sogenannten Seiteneinstieg von Schüler_innen bisher keine Berücksichtigung findet. (DIPF/Orig.) It is not uncommon for young people from abroad to attend private boarding schools in Germany for several years with the aim of completing their Abitur and graduating from secondary school. In this paper, first a theoretical framing of this educational practice is initially undertaken before a qualitative content analysis is presented on the presence of international students on the websites of private boarding schools in Germany. Based on this, an interview-based case study reconstructs the expectations of a student from China, his father, and the head of a German boarding school. The joint creation of a transnational educational trajectory shows a global orientation towards education with a simultaneous anchoring in the national education system. Private boarding schools in Germany can provide a setting for such practice for students and their families from abroad. This addresses a form of educational migration of young people into the school system in Germany that has not yet been taken into account in the current discourse on newly arrived students and the so-called side-entry into the German school system. (DIPF/Orig.)

Published
2020

37. IO2-Teaching and Learning in Multilingual Contexts in Programmes for Internationally Trained Teachers in Europe

Author

Bodström, Helén, Käck, Annika, Linné, Tove, Malm, Susanna, Obeid, Khadije, Arshinak, Maher, Terhart, Henrike, Frantik, Petr, Krieg, Semra, Bakkar, Abdullah, Proyer, Michelle, Kieffer, Nicolas, Pellech, Camilla, Obermayr, Tina, Stanišić, Jelena, Kansteiner, Katja, Dam, Esther, Klepser, Roswitha, Bodström, Helén, Käck, Annika, Linné, Tove, Malm, Susanna, Obeid, Khadije, Arshinak, Maher, Terhart, Henrike, Frantik, Petr, Krieg, Semra, Bakkar, Abdullah, Proyer, Michelle, Kieffer, Nicolas, Pellech, Camilla, Obermayr, Tina, Stanišić, Jelena, Kansteiner, Katja, Dam, Esther, and Klepser, Roswitha

Abstract

ERASMUS+-project number: 2018-1-DE-01-KA203-004241 R/EQUAL Requalification of (recently) immigrated and refugee teachers in Europe

Published
2020

38. Transnational Educational Trajectories Between a Global Orientation Towards Education and the National School System. International Students at Private Boarding Schools in Germany

Author

Terhart, Henrike and Terhart, Henrike

Abstract

It is not uncommon for young people from abroad to attend private boarding schools in Germany for several years with the aim of completing their Abitur and graduating from secondary school. In this paper, first a theoretical framing of this educational practice is initially undertaken before a qualitative content analysis is presented on the presence of international students on the websites of private boarding schools in Germany. Based on this, an interview-based case study reconstructs the expectations of a student from China, his father, and the head of a German boarding school. The joint creation of a transnational educational trajectory shows a global orientation towards education with a simultaneous anchoring in the national education system. Private boarding schools in Germany can provide a setting for such practice for students and their families from abroad. This addresses a form of educational migration of young people into the school system in Germany that has not yet been taken into account in the current discourse on newly arrived students and the so-called side-entry into the German school system.

Published
2020

39. IO2 - Lehren und Lernen in mehrsprachigen Kontexten in Programmen für international ausgebildete Lehrkräfte in Europa

Author

Bodström, Helén, Käck, Annika, Linné, Tove, Malm, Susanna, Obeid, Khadije, Arshniak, Maher, Terhart, Henrike, Frantik, Petr, Krieg, Semra, Bakkar, Abdullah, Proyer, Michelle, Kieffer, Nicolas, Pellech, Camilla, Obermayr, Tina, Stanišić, Jelena, Shahoud, Shyraz, Tahlawi, Doha, Dershewi, Youssef, Atay, Amr, Buchung, Lobsang, Alloush, Ziad, Touro, Sirmola, Kansteiner, Katja, Dam, Esther, Klepser, Roswitha, Bodström, Helén, Käck, Annika, Linné, Tove, Malm, Susanna, Obeid, Khadije, Arshniak, Maher, Terhart, Henrike, Frantik, Petr, Krieg, Semra, Bakkar, Abdullah, Proyer, Michelle, Kieffer, Nicolas, Pellech, Camilla, Obermayr, Tina, Stanišić, Jelena, Shahoud, Shyraz, Tahlawi, Doha, Dershewi, Youssef, Atay, Amr, Buchung, Lobsang, Alloush, Ziad, Touro, Sirmola, Kansteiner, Katja, Dam, Esther, and Klepser, Roswitha

Abstract

R/EQUAL Erasmus+

Published
2020

40. IO3 - Method Toolbox “Heterogeneity in Schools and Higher Education in Europe” : Teaching and Learning Methods for Programmes for (Recently) Immigrated and Refugee Teachers in Higher Education

Author

Terhart, Henrike, Frantik, Petr, Bakkar, Abdullah, Krieg, Semra, Proyer, Michelle, Kieffer, Nicolas, Pellech, Camilla, Obermayr, Tina, Stanišić, Jelena, Shahoud, Shiraz, Tahlawi, Doha, Alloush, Ziad, Touro, Sirmola, Malm, Susanna, Linné, Tove, Bodström, Helén, Käck, Annika, Arshinak, Maher, Salman, Shukran, Kansteiner, Katja, Klepser, Roswitha, Dam, Esther, Terhart, Henrike, Frantik, Petr, Bakkar, Abdullah, Krieg, Semra, Proyer, Michelle, Kieffer, Nicolas, Pellech, Camilla, Obermayr, Tina, Stanišić, Jelena, Shahoud, Shiraz, Tahlawi, Doha, Alloush, Ziad, Touro, Sirmola, Malm, Susanna, Linné, Tove, Bodström, Helén, Käck, Annika, Arshinak, Maher, Salman, Shukran, Kansteiner, Katja, Klepser, Roswitha, and Dam, Esther

Abstract

ERASMUS+-project number: 2018-1-DE-01-KA203-004241, R/EQUAL Erasmus+

Published
2020

41. IO2 – Undervisning och lärande i flerspråkiga miljöer inom högre utbildning i program för (nyanlända) personer med utländsk lärarutbildning i Europa

Author

Bodström, Helén, Käck, Annika, Linné, Tove, Malm, Susanna, Obeid, Khadije, Arshinak, Maher, Terhart, Henrike, Frantik, Petr, Krieg, Semra, Bakkar, Abdullah, Proyer, Michelle, Kieffer, Nicolas, Pellech, Camilla, Obermayr, Tina, Stanišić, Jelena, Shahoud, Shyraz, Tahlawi, Doha, Dershewi, Youssef, Atay, Amr, Buchung, Lobsang, Alloush, Ziad, Touro, Sirmola, Kansteiner, Katja, Dam, Esther, Klepser, Roswitha, Bodström, Helén, Käck, Annika, Linné, Tove, Malm, Susanna, Obeid, Khadije, Arshinak, Maher, Terhart, Henrike, Frantik, Petr, Krieg, Semra, Bakkar, Abdullah, Proyer, Michelle, Kieffer, Nicolas, Pellech, Camilla, Obermayr, Tina, Stanišić, Jelena, Shahoud, Shyraz, Tahlawi, Doha, Dershewi, Youssef, Atay, Amr, Buchung, Lobsang, Alloush, Ziad, Touro, Sirmola, Kansteiner, Katja, Dam, Esther, and Klepser, Roswitha

Abstract

R/EQUAL

Published
2020

42. IO3 - Methoden-Toolbox 'Heterogenität in Schulen und Hochschulen in Europa' : Lehrund Lernmethoden für Programme für (neu) zugewanderte und geflüchtete Lehrkräfte in der Hochschulbildung

Author

Terhart, Henrike, Frantik, Petr, Bakkar, Abdullah, Krieg, Semra, Proyer, Michelle, Kieffer, Nicolas, Pellech, Camilla, Obermayr, Tina, Stanišić, Jelena, Shahoud, Shyraz, Tahlawi, Doha, Alloush, Ziad, Touro, Sirmola, Malm, Susanna, Linné, Tove, Bodström, Helén, Käck, Annika, Arshinak, Maher, Salman, Shukran, Kansteiner, Katja, Klepser, Roswitha, Dam, Esther, Terhart, Henrike, Frantik, Petr, Bakkar, Abdullah, Krieg, Semra, Proyer, Michelle, Kieffer, Nicolas, Pellech, Camilla, Obermayr, Tina, Stanišić, Jelena, Shahoud, Shyraz, Tahlawi, Doha, Alloush, Ziad, Touro, Sirmola, Malm, Susanna, Linné, Tove, Bodström, Helén, Käck, Annika, Arshinak, Maher, Salman, Shukran, Kansteiner, Katja, Klepser, Roswitha, and Dam, Esther

Abstract

R/EQUAL Erasmus+

Published
2020

43. IO3 - Verktygslåda för undervisningsmetoder - “Heterogenitet i skolor och högre utbildning i Europa” : Undervisning och lärande i flerspråkiga miljöer inom högre utbildning i Europa, inom program för (nyanlända) personer med utländsk lärarexamen

Author

Terhart, Henrike, Frantik, Petr, Bakkar, Abdullah, Krieg, Semra, Proyer, Michelle, Kieffer, Nicolas, Pellech, Camilla, Obermayr, Tina, Stanišić, Jelena, Shahoud, Shyraz, Tahlawi, Doha, Alloush, Ziad, Touro, Sirmola, Malm, Susanna, Linné, Tove, Bodström, Helén, Käck, Annika, Arshinak, Maher, Salman, Shukran, Kansteiner, Katja, Klepser, Roswitha, Dam, Esther, Terhart, Henrike, Frantik, Petr, Bakkar, Abdullah, Krieg, Semra, Proyer, Michelle, Kieffer, Nicolas, Pellech, Camilla, Obermayr, Tina, Stanišić, Jelena, Shahoud, Shyraz, Tahlawi, Doha, Alloush, Ziad, Touro, Sirmola, Malm, Susanna, Linné, Tove, Bodström, Helén, Käck, Annika, Arshinak, Maher, Salman, Shukran, Kansteiner, Katja, Klepser, Roswitha, and Dam, Esther

Abstract

R/EQUAL Erasmus+

Published
2020

48. Globales Lernen in der Schule. Partizipation im Spannungsfeld von Inklusion und Exklusion

Author

Kater-Wettstädt, Lydia and Terhart, Henrike

Subjects
School, Global learning, Educational policy, Social exclusion, Erziehung, Schul- und Bildungswesen, Justice, Sonderpädagogik, Bildung für nachhaltige Entwicklung, Handicap, Discourse, Education, ddc:370, Gerechtigkeit, Menschenrechte, Sustainable development, Globales Lernen, Human rights, Weltgesellschaft, Bildungsorganisation, Bildungsplanung und Bildungsrecht, Partizipation, Unterrichtsgestaltung, Diskurs, Codetermination, Inclusion, Erziehungswissenschaften, Bildungspolitik, Schule, Pädagogisches Handeln, Mitbestimmung, Nachhaltige Entwicklung, Ausgrenzung, World society, Behinderung, Inklusion
Abstract

Partizipation ist ein weithin geforderter pädagogischer Anspruch, der derzeit insbesondere im Rahmen von inklusiver Beschulung, aber auch schon länger im Globalen Lernen bzw. in einer Bildung für nachhaltige Entwicklung formuliert wird. Vor diesem Hintergrund befasst sich der Beitrag mit der Frage, wie der Anspruch Globalen Lernens bzw. einer Bildung für nachhaltige Entwicklung, ein gutes Leben für alle anzustreben und hierfür die Beteiligung abstrakter Abwesender mitzudenken, für die pädagogische Praxis in der Schule theoretisch gefasst werden kann. Es wird argumentiert, dass Globales Lernen als Forderung nach partizipationsorientiertem Denken und Handeln auf der Ebene der Alltagspraktiken in einem Wechselspiel situativer Inklusion und Exklusion stattfindet - ein Spannungsfeld, dessen Komplexität sich durch die Berücksichtigung weltgesellschaftlicher Eingebundenheit noch einmal erhöht. Eingebettet in ein inklusiv angelegtes normatives Rahmenkonzept kann die Auseinandersetzung mit diesem Spannungsfeld dazu anregen, Unterrichtspraktiken und Lehr-Lernsettings bezogen auf damit einhergehende Differenzkonstruktionen und Partizipationsmöglichkeiten reflexiv zu befragen. (DIPF/Orig.), Participation is a demanded pedagogical claim, which is currently expressed especially in the context of inclusive schooling, but longer already in Global Learning or Education for Sustainable Development. Against this background, the paper deals with the question of how the claim of global learning or education for sustainable development that aims for a good life for all and that the participation of "abstract absentees" could be theoretically formulated for pedagogical practice in schools. It is argued that global learning as a demand for participative action at the level of everyday practices takes place in an interplay of situational inclusion and exclusion - a field of tension whose complexity is further increased by the consideration of global social integration. Embedded in an inclusive normative conceptual framework, the discussion in this field of tension can stimulate the reflexive questioning of teaching practices and teaching-learning settings with regard to the associated constructions of difference and possibilities of participation. (DIPF/Orig.)

Published
2019

49. IO1 - Transnational Framework Comparative Analysis of the Administrative Frameworks on the (Re-)QualificationSituation of Internationally Trained Teachers in Austria, Germany and Sweden

Author

Proyer, Michelle, Pellech, Camilla, Kremsner, Gertraud, Atay, Amr, Alloush, Ziad, Dershewi, Youssef, Shahoud, Shiraz, Tahlawi, Doha, Deiß, Helena, Kieffer, Nicolas, Stanišić, Jelena, Terhart, Henrike, Frantik, Petr, Krieg, Semra, Elshof, Ariane, Bakkar, Abdullah, Kansteiner, Katja, Klepse, Roswitha, Dam, Esther, Malm, Susanna, Bodström, Helén, Obeid, Khadije, Käck, Annika, Proyer, Michelle, Pellech, Camilla, Kremsner, Gertraud, Atay, Amr, Alloush, Ziad, Dershewi, Youssef, Shahoud, Shiraz, Tahlawi, Doha, Deiß, Helena, Kieffer, Nicolas, Stanišić, Jelena, Terhart, Henrike, Frantik, Petr, Krieg, Semra, Elshof, Ariane, Bakkar, Abdullah, Kansteiner, Katja, Klepse, Roswitha, Dam, Esther, Malm, Susanna, Bodström, Helén, Obeid, Khadije, and Käck, Annika

Abstract

ERASMUS+-project number: 2018-1-DE-01-KA203-004241., R/EQUAL Erasmus+

Published
2019

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