Dr. Christine Hunner-Kreisel Faculty of Education Science University of Bielefeld

1. „Having to keep silent“ –Familial Growing Up and the ’Educational Process’ Using the Example of Migration in a Capabilities Perspective Dr. Christine Hunner-Kreisel Faculty of Education Science University of Bielefeld christine.hunner-kreisel@uni-bielefeld.de

2. „Having to keep silent“ I. Introduction • „Having to keep silence“ in the context of familial growing up exemplified by migration • From an education theory perspective • Suffering of the interviewee and influence on her educational process • Exemplified by one case portrayal • The individual migration history of the family christine.hunner-kreisel@uni-bielefeld.de

3. „Having to keep silent“ • The capabilities perspective (Nussbaum 2000; 2010) • “Having to keep silent – being unable to speak” as the absence of well-being and freedom to act • Absence of human dignity and lack of capabilities • As an expression of social inequality christine.hunner-kreisel@uni-bielefeld.de

4. „Having to keep silent“ • But:In regard to the self-constitution process • “Suffering from having-to-keep-silent” as a “paradoxical” resource • Acquiring the capability to empathy and (self-)respect • Acquiring the capability of affiliation (Nussbaum, 2000: 79ff; Nussbaum, 2010: 235ff.). christine.hunner-kreisel@uni-bielefeld.de

5. „Having to keep silent“ II. The case portrayal of Yasemin: “Well, it makes no difference, you’re just a human being…and that’s you just tell’em that!” 1. Childhood: "Having-to-keep-silent" as "Being-unable-to-speak" • “[…] and, yes, so much for now. So, about the procedure with the place of residence: well, my parents handled it in such a way for example,…that they didn’t, …tell us what we actually were. I mean regarding national identity and so on. And me, I made my first experiences as early as in nursery school, I mean, um, kindergarten. That I was always being asked by some children: ‘Well, what are you now? Are you an actual Muslim, are you Turkish, are you Kurdish?’ And that I wasn’t able to answer this by myself. So I went to my parents after school and I always asked and I never got a real answer. They always said, ‘Well, it makes no difference, you’re just a human being and just tell 'em that!’ In retrospect, I find that totally beautiful, but as a child, I was missing something. Because you just couldn’t um…exactly categorize it anywhere. [… ]”. christine.hunner-kreisel@uni-bielefeld.de

6. „Having to keep silent“ 2. Youth: “Having-to-keep-silent as “Not-being-allowed-to-speak” • “[…] well. So back then, I mean in primary school, I took it all quite easy. Around puberty, there was rather some kind of crisis, so that I didn’t know at all, um, where I did belong. And then…I rebelled quite strongly against my parents and always wanted to know, well it was also at that time that I made my first experiences with racism, about the age of…, about time I started Gymnasium [secondary school] … and (*2*) now I have to think for a minute (*2*) yes, exactly, I was talking about rebellion. That is, I totally annoyed them with questions. I somehow condemned my parents for me having to make these experiences and for them to come to Germany in the first place (*4*) and (*2*) well at some point I eventually got to know why my parents had come to Germany”. christine.hunner-kreisel@uni-bielefeld.de

7. „Having to keep silent“ 2. Youth: “Having-to-keep-silent as “Not-being-allowed-to-speak” • “It was the kind of topic that was kept in dead silence for a very long time. About which you had never talked, that they were being somehow politically persecuted in Turkey, and that they had made, umm, very bad experiences, and that was a kind of incision, that I stopped asking questions about it and so. And after that, it was never being talked about again; it was kept in silence in a way. (*2*)”. 3. Young adulthood: Breaking the silence • The meaning of the “compatriots” for breaking the silence as a turning point christine.hunner-kreisel@uni-bielefeld.de

8. „Having to keep silent“ III. Theoretical framing 1. Well-being and capability to „affiliation" in the interpretation of the interviewee from a capabilities perspective • „Having to keep silent – being unable to talk as a lack of capability for „affiliation“ christine.hunner-kreisel@uni-bielefeld.de

9. „Having to keep silent“ – 2. Well-being and capabilities in young adults: „Suffering from having to keep silent“ as „Paradoxical Resource” for the capability to „Affiliation“ • „[…] it – so it was to me a kind of a process, all of that. I guess, today I would say I dealing quite well with knowing exactly that for me somewhere, that there is a place, which is neither…well I am situated within German society…but simply with a different background. But it was clear to me I wouldn’t call it German, or Turkish, or Kurdish or Alevi, or so , but simply as my own thing […]“. • Using the suffering experienced in the biography as a resource • As a starting point for the capability of reflexion and empathy christine.hunner-kreisel@uni-bielefeld.de

10. „Having to keep silent“ – IV. „Fragile“ educational processes and questions on the protections of their success • Eventually successful education process • Pedagogical benchmark of well-being of children and adolescents • Limited well-being, and the limited capabilities during childhood and adolescence must not be ignored • To examine (successful) educational processes also in their particular effect in the context of individual life phases christine.hunner-kreisel@uni-bielefeld.de