At the entrance, more than ten percent of all general education schools in Germany - more than 3,000 - identify themselves as "school without racism - school with courage". The plaque hangs in front of the Friedenau Community School in Berlin, where a Jewish boy has been bullied by Muslim teenagers for months without the school management intervening. It hangs in front of the Johanna Eck School in Berlin Tempelhof when the country's anti-discrimination officer was subjected to racial attack. Both "schools without racism" and "with courage".
One likes to take the label. All the better perhaps because something is hardly more difficult than admitting: we have a problem with racism at our school.
Racism - “Oh, I'm white” Jule Bönkost explains in white workshops how they can be less racist. To do this, she had to learn for herself what it means to be white.
But I do not want to go into the problem of the network that awards the award. Like all franchising companies, it wants to expand, and whether quality is always in the foreground can be doubted. I don't want to talk about the fact that besides many committed teachers there are also many teachers who find it punitive to be confronted with "problem children" in "problem areas" so that they cannot master their "material". As if mastering the FuturII were more important than dealing with current conflicts, for example when Hamid told Hanna that she was a "whore" because she was not wearing a headscarf. As if the school were an educational institution and not an educational institution.
These two points are only secondary aspects. The general problem behind them is much more important. The question is: How deep is racism in German schools?
In a study of schools in the Berlin districts of Kreuzberg and Neukölln between 2000 and 2017, cultural scientist Ellen Kollender came to the conclusion according to the Tagesspiegel : "The neoliberal myth of a free market in which all citizens can compete for educational opportunities under supposedly equal conditions contributes to a significant tightening Educational inequalities at. " Because of course not all children have the same requirements; The situation in the parental home is usually decisive.
"In the context of culturalizing and individualizing debates about the causes of educational differences, the unequal starting conditions of different families are being overlooked," said Kollender. Translated from the German sociologist: If everyone is lucky enough to be a blacksmith, then everyone is responsible for their own failure. And at the same time certain ethnic or cultural groups are classified as "uneducated", such as Thilo Sarrazin among the "little headscarf girls" of the "Turkish greengrocer" "did, then too often the prejudice of the teacher determines the outcome of their efforts. A self-fulfilling forecast.
Racism has by no means disappeared in German school, says Kollender. "Instead, racist logic and dieneo-liberal rationality combine to create neo-liberal racism."
Um, yeah. The Berliner likes to say: "Hamses nich ne number Kleener?" There may be a "neo-liberal rationality", but only very daring minds would connect the Berlin school with it. There are certainly "racist logics", but most teachers are neither racists nor logicians. Of course, there is also reality in the districts examined by Kollender, which have been subjected to fairly thorough gentrification since the turn of the millennium, in which readers of the Bild newspaper - metaphorically speaking - are displaced by readers of ZEIT, who often place higher demands on schools than previous generations of parents .
"We are practicing apartheid here," said a teacher at a Kreuzberg primary school coveted by white middle-class parents. With the help of "support classes" or the choice of the first foreign language, it is possible to keep the proportion of children with an undesirable migration background low in certain learning groups. In this way, the educated bourgeoisie - on the left, green, vegan, Fridays for Future and Black Lives Matter-like - stay together. Every reader who has children or grandchildren knows that it is so. It is the little dirty secret of people who can read Kollender's text without difficulty: they do not intend to sacrifice their children's educational opportunities to an abstract ideal of equal opportunities.