ABSTRACT
Learning is a challenging and enriching process for both societies and individuals. In modern societies that are highly diverse (due to, inter alia, migration processes), it is increasingly important. Educational organizations are embedded in these heterogeneous societies, where negotiations of exclusion, inclusion, normalization, and belonging are carried out. These negotiation processes are constantly questioned, irritated, deconstructed, but also reproduced in education processes, which—especially in the context of migration—creates opportunities and barriers for participation. Therefore, this chapter points out which notions of migration and ‘integration’ are frequently used and discussed in the educational context in a pluralistic society and gives insight into contemporary theoretical approaches about education and learning from a post-migrant and postcolonial perspective. The purpose is to use these two perspectives to irritate and criticize predominant patterns of thinking and acting. This chapter discusses how education can be conceptualized in a new and critically reflective way and tries to formulate impulses for education that take into account the plurality of society.
