| Popis: |
In order to explore the conditions for successfully realizing the supposed positive impact, the paper focuses on the role of the school context on the professional cooperation of minority teachers. It is assumed that minority teachers within a supportive context cooperate more tightly and cohesively. Thereby they may develop a common approach and realize a stronger impact on their school’s development. Based on two case studies it is highlighted how such an impact can come about. The implementation of professional networks and learning communities of minority teachers may be a major step in developing multicultural schools. Schools with such communities seem to be open to professional impulses of minority teachers and give them space to develop a “diversity agenda”, whereas other schools tend to marginalize them. |
