Eurocentric Education at Tannberg Hauptschule
This conclusion presents some closing thoughts on the concepts in the preceding chapters if this book. The book reviews the studies contribution to scholarship on the negotiation of political identities, honing in and summarizing my evidence regarding school policy approaches, youth political identities, school dynamics, and a theoretical model for conceptualizing youth political identities. It also reviews some of the wider theoretical and political implications arising from the study. These theoretical debates are useful for our empirical research into the ways in which inclusive citizenship and school policy approaches impact on integration and identity formation. Central to this is the idea that the state should promote cultural diversity and social cohesion and that integration is a two-way process requiring adjustments from members of the national majority and minority communities. The notion of multicultural Europeanness, as we have seen in Goethe Gymnasium, was associated with Turkish youth engaging with Europe as a political identity and expressing national-European identities.