The project explores how the topics of migration, colonialism and racism, with particular focus on antiziganism, are addressed in core curricula in Lower Saxony for social science subjects (geography, history, politics and social studies) at lower secondary school level. At the heart of the project is also an examination of the extent to which the inclusion of these topics on the curricula aids an acceptance of social diversity as the norm or whether, conversely, it reproduces systems of classification that in turn have an exclusionary effect.
The curricula analysis is complemented by an in-depth study of a sample of approximately 20 textbooks, in order to ascertain how curricula specifications are reflected in teaching practice. This makes it possible to identify which key themes and narratives the textbooks incorporate and which they focus on.
The project combines quantitative and qualitative methodologies: it records the scope and distribution of relevant topics and simultaneously explores the contexts, narratives and depictions through which migration, colonialism and racism are addressed. The researchers also take the temporal and spatial contexts into consideration, within which students are expected to engage with colonialism, racism and migration. The portrayal of marginalised groups is also discussed alongside the opportunities for agency and capacity to speak that are afforded them or attributed to them.
The project team also focus on the differentiation between different types of schools. By comparing curricula and textbooks for grammar schools, secondary moderns, vocational, middle and comprehensive schools (Gymnasien, Real-, Haupt-, Ober- und Gesamtschulen) it is possible to analyse which students in Lower Saxony come into contact with material on migration, colonialism and racism and in which form.
The objective of the study is to develop expertise and findings that can provide stimuli for the Lower Saxony ministry of culture in the new design or conception of core curricula. The study also aims to develop curricula that are sensitive to discrimination and that are founded in a normalised depiction of migration and social diversity. The findings will be published in an edition of the GEI book series Expertise, and in a GEI Policy Brief, which is directed more towards practitioners. Through this project the researchers can support the Lower Saxony ministry of culture in their endeavours to develop curricula that are more sensitive to discrimination as well as contributing to the continued advancement of democracy education and participation.
