Pedagogy for foreigners

Pedagogics for foreigners (German: Ausländerpädagogik) - a pedagogical orientation that was developed in Germany in the 1980s.

From the 1950s to the Federal Republic of Germany, waves of populations from Italy, Spain, Greece, Turkey, Portugal, Tunisia and Yugoslavia began to flow for profit. They were called gastarbeiters, or "guest workers". However, when it turned out that migrants do not treat their presence as temporary residence, the problem of adapting them to life in a new country, culturally diverse, ethnically and linguistically speaking, has emerged. Henceforth they were not called "guests", but foreigners.

Pedagogy for foreigners oscillated between two concepts: rotation and integration. The first concept was based on the assumption that foreigners would once return to their homelands. The aim of the school was to help foreigners in preserving their cultural identity. Their children needed to be educated in their native language and culture. In order to teach in the native language of a given ethnic group, separate classes were created for foreigners. However, this treatment turned out to be short-sighted, and in the long run, it was socially disadvantaged by immigrants, favoring their involuntary closure in ghettos, unequal education and, consequently, unequal start to life. Thus, we approached the concept of integration, understood as the assimilation of the national minority in the majority (in this case, the majority of German speakers).

The disadvantage of pedagogy for foreigners was to diminish the value of minority cultures. Over time, German pedagogy has reoriented itself in the direction of intercultural education.

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