Hostname: page-component-cd9895bd7-p9bg8 Total loading time: 0 Render date: 2024-12-26T08:45:07.340Z Has data issue: false hasContentIssue false

Turkish Youths in Berlin: Transnational Identification and Double Agency

Published online by Cambridge University Press:  21 July 2015

Sabine Mannitz*
Affiliation:
Peace Research Institute Frankfurt, Frankfurt, Germany

Extract

Migration research has often stressed the adverse circumstances of Turkish immigrants living in Germany. The situation of the so-called second and third generations in particular has been seen as entailing a problematic double-bind of living “between two cultures.” In this scholarship, the image of such youth trapped in a structural culture conflict creates the impression that serious personal and emotional crises are an inevitable part of Turkish migrant youths' coming of age in Germany. Moreover, former guest workers and their families have been treated with a less than hospitable attitude insofar as efforts to facilitate their incorporation, for example, by way of the German legal system. Although the hiring of foreign laborers undeniably contributed to the economic and social recovery of West Germany after National Socialism and World War II, immigration has never been treated as a favorable option in German politics. The project of hiring laborers from abroad on a temporary basis gradually developed into de facto immigration, unintended on the part of both Germans and Turks. The resulting demographic multi-nationalization has not (yet), however, become a self-evident ingredient of the German conscience collective (Schiffauer, 1993, pp. 195-98). The very ambivalence of this situation influences the prevalent conceptualizations of the various social groups, as the following brief account illustrates.

Type
Articles
Copyright
Copyright © New Perspectives on Turkey 2003

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Anderson, Benedict. 1991. Imagined Communities: Reflections on the Origin and Spread of Nationalism. London: Verso.Google Scholar
Bade, Klaus. 2000. Europa in Bewegung. Munich: Beck.Google Scholar
Basch, Linda, Schiller, Nina Glick and Blanc, Cristina Szanton. 1994. Nations Unbounded: Transnational Projects, Postcolonial Predicaments and Deterritorialized Nation-States. Amsterdam: Gordon and Breach.Google Scholar
Baumann, Gerd. 2003. “Nation-State, Schooling, and Civil Enculturation,” in Schiffauer, Werneret al. (Eds.), Civil Enculturation: Nation-State, Schools, and Ethnic Difference in Four European Countries. Oxford and New York: Berghahn, pp. 118.Google Scholar
Billig, Michael. 1995. Banal Nationalism. London: Sage.Google Scholar
Finaldi, Daniela and Shore, Chris. 2000. “Crossing European Boundaries through Education: The European Schools and the Supersession of Nationalism,” paper presented at the 6th Biennial Conference of EASA, Krakow, July 2000.Google Scholar
Gellner, Ernest. 1983. Nations and Nationalism. Oxford: Basil Black-well.Google Scholar
Hoffmann, Lutz. 1996. “Der Einfluss völkischer Integrationsvorstellungen auf die Identitätsentwürfe von Zuwanderern,” in Heitmeyer, Wilhelm and Dollase, Rainer (Eds.), Die bedrängte Toleranz. Frankfurt/Main: Suhrkamp, pp. 241260.Google Scholar
Joppke, Christian. 1998. Challenge to the Nation-State: Immigration and Citizenship in Western Europe and the United States. Oxford: Oxford U. Press.CrossRefGoogle Scholar
Kastoryano, Riva. 2002. Negotiating Identities. Princeton, NJ: Princeton U. Press.CrossRefGoogle Scholar
Koopmans, Ruud and Statham, Paul. 1999. “Challenging the Liberal Nation-State?American Journal of Sociology, 105(3), pp. 652697.CrossRefGoogle Scholar
Leclerq, Jean-Michel. 1995. “Die europäische Dimension im Geschichtsunterricht und in der staatsbürgerlichen Erziehung,” in Pingel, Falk (Ed.), Macht Europa Schule? Frankfurt/Main: Diesterweg, pp. 114.Google Scholar
Lütkes, Christina and Klüter, Monika. 1995. Der Blick auf fremde Kulturen. Münster and New York: Waxmann.Google Scholar
Mannitz, Sabine. 2001. ‘“Why don't you just teach the Turks right from the start?!’ Culturalisation and Conflict Dynamics in Teaching Practices at a Multi-Ethnic Comprehensive School in Berlin,Zeitschrift für Ethnologie, 126(2), pp. 293312.Google Scholar
Mannitz, Sabine. 2003. “Pupils' Negotiations of Cultural Difference: Identity Management and Discursive Assimilation,” in Schiffauer, Werneret al. (Eds.), Civil Enculturation: Nation-State, Schools, and Ethnic Difference in Four European Countries. Oxford and New York: Berghahn, pp. 241302.Google Scholar
Mannitz, Sabine and Schiffauer, Werner. 2003. “Taxonomies of Cultural Difference: Constructions of Otherness,” in Schiffauer, Werneret al. (Eds.), Civil Enculturation: Nation-State, Schools, and Ethnic Difference in Four European Countries. Oxford and New York: Berghahn, pp. 5986.Google Scholar
Münch, Richard. 1998. Globale Dynamik, Lokale Lebenswelten. Frankfurt/Main: Suhrkamp.Google Scholar
Münz, Rainer, Seifert, Wolfgang and Ulrich, Ralf. 1997. Zuwanderung nach Deutschland. Frankfurt/Main and New York: Campus.Google Scholar
Pingel, Falk. 1995. “Europa im Schulbuch - Einleitung,” in Pingel, Falk (Ed.), Macht Europa Schule? Frankfurt/Main: Diesterweg, pp. viixxv.Google Scholar
Pingel, Falk. 2001. “National Perspectives on Europe,” paper presented at the conference, “Teaching Europe,” the Robert Schuman Centre and European University Institute Florence, Department of History, 15-16 June 2001 in San Domenico, FI.Google Scholar
Rahmenplan Erdkunde 7. 2001. Curriculum document of Senatsverwaltung für Schule, Berufsbildung und Sport, Berlin: Verwaltungsdruckerei.Google Scholar
Rahmenplan Weltkunde 9-10. 2001. Curriculum document of Senatsverwaltung für Schule, Berufsbildung und Sport, Berlin: Verwaltungsdruckerei.Google Scholar
Rossteutscher, Sigrid. 1997. “Between Normality and Particularity-National Identity in West Germany,Nations and Nationalism, 3(4), pp. 607630.CrossRefGoogle Scholar
Sassen, Saskia. 1996. Losing Control: The Decline of Sovereignty in an Age of Globalization. New York: Columbia U. Press.Google Scholar
Schiffauer, Werner. 1993. “Die civil society und der Fremde,” in Balke, Friedrichet al. (Eds.), Schwierige Fremdheit. Über Integration und Ausgrenzung in Einwanderungsländern. Frankfurt/Main: Fischer. (An English translation is available at: http://viadrina.euv-frankfurt-o.de/ ~anthro/veronli_s.html.)Google Scholar
Schiffauer, Werner, et al. (Eds), 2003. Civil Enculturation: Nation-State, Schools, and Ethnic Difference in Four European Countries. Oxford and New York: Berghahn.Google Scholar
Soysal, Yasemin. 1994. Limits of Citizenship: Migrants and Postnational Membership in Europe. Chicago: Chicago U. Press.Google Scholar
Soysal, Yasemin. 2002. “Locating Europe,European Societies, 4(3), pp. 265284.CrossRefGoogle Scholar
Soysal, Yasemin, Bertilotti, Teresa and Mannitz, Sabine. (forthcoming). “Projections of Identity in French and German History and Civics Textbooks,” in Schissler, Hanna and Soysal, Yasemin (Eds.), The Nation, Europe, the World: Textbooks and Curricula in Transition. Oxford and New York: Berghahn.Google Scholar
Stöber, Georg (Ed.). 2001. ‘Fremde Kulturen’ im Geographieunterricht. Hannover: Hahn.Google Scholar
Thränhardt, Dietrich. 2000. “Conflict, Consensus, and Policy Outcomes: Immigration and Integration in Germany and The Netherlands,” in Koopmans, Ruud and Statham, Paul (Eds.), Challenging Immigration and Ethnic Relation Politics. Oxford: Oxford U. Press, pp. 162186.CrossRefGoogle Scholar
Zur Zielsetzung und Praxis Politscher Bildung in der Berliner Schule. 2001. Curriculum document of Senatsverwaltung für Schule, Berufsbildung und Sport, Berlin: Verwaltungsdruckerei.Google Scholar