The social integration and school inclusion of disadvantaged ethnic minorities and of pupils with foreign, migrant and refugee backgrounds are key problems to educational policy. Existing research highlights that even successful integration programs could only enhance social integration at the interpersonal level to a limited extent and resulted in few inter-ethnic friendship relations. At the same time, social and educational inequalities and prejudices towards ethnic minorities persisted within schools.

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Though the recognition paradigm in social sciences has increasingly been coming under scrutiny in the past few years, the social dynamic of recognition struggles has not been in the focus of research. Typically, the question asked is how silenced parts of society, groups of individuals subjected to past or present oppression, are given voice by various sorts of activism. What we often see, in fact, is that the actual politics of recognition results in a competition of mutually exclusive, self-totalizing moral universes that seek to degrade each other, akin to a zero-sum game. In memory politics, a “victimhood competition” for equal recognition often unfolds, with each side aiming to get its own social suffering publicly recognized by the other. The position of victimhood here seems to function as the condition of entering into the field of recognition claims. With this in mind there is a pressing need to comprehend the various forms of victimization in political identity when claiming recognition.

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Intersections. East European Journal of Society and Politics (IEEJSP) is now accepting original research papers across the disciplines of political science, sociology, social anthropology and minority studies. Read More Read more about General Call