Nazime Öztürk
Biographic Data
| ID | 6689471 |
|---|---|
| NAME | Nazime Öztürk |
| GIVEN NAMES | Nazime |
| FAMILY NAME | Öztürk |
| SIGNATURE | ÖZTÜRK N |
| AFFILIATIONS | University of Vienna |
| ORCID | 0000-0001-6106-775X |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Beyond School
Urban education systems are increasingly experimenting with place‐based learning communities (LCs) to respond to growing socio‐ecological complexity. Yet empirical research on how such initiatives are organized, governed, and enacted in practice remains limited. This study situates Vienna’s Bildungsgrätzl (BG) initiative within this emerging field of distributed, school‐anchored LCs, addressing the conceptual ambiguities and governance tensions t…
Navigating inclusion and exclusion
This study explores the lived experiences of students participating in school-to-school collaborations (SSCs) within educational neighbourhoods (ENs) in Vienna, Austria. ENs were introduced as a policy initiative to address the inequities of Austria’s stratified education system by fostering interinstitutional collaboration. Drawing on Ahmed’s phenomenological lens, the study examines how students navigate social and academic participation in SSC…
Educational neighbourhoods in Vienna
Collaboration structures across relevant partners in education are associated with the potential to address contextual barriers to all learners’ presence, participation, and achievement. Following these ideas, a newly introduced educational policy in Vienna, the so-called Bildungsgrätzl (educational neighbourhoods), aims to foster long-term cooperative structures between schools and neighbourhood institutions (e.g. leisure facilities and communit…
Learning in segregated settings
Policy translations shape school structures and practices that can affect learning experiences. Examining the day-to-day effects of policies in practice from students’ perspectives is crucial, as it provides often overlooked viewpoints and helps to paint a more complete picture of classroom and school life. This study provides a context-sensitive stance to inclusionary and exclusionary processes since students are not mere passive ‘policy receive…
Insights into students’ experiences of social inclusion and exclusion during attending language pull-out classes
A crucial aspect of the discourse of inclusion revolves around the concept of language pull-out classes and their potential to hinder inclusion. This paper addresses this issue by engaging with the voices of the addressees of German language support measures, namely multilingual students. Hence, the experiences of 49 primary school students (27 girls; 22 boys; age = 6–11) enrolled in segregated German language support classes (GLSC) were examined…
Insights into students’ experiences of social inclusion and exclusion during attending language pull-out classes
A crucial aspect of the discourse of inclusion revolves around the concept of language pull-out classes and their potential to hinder inclusion. This paper addresses this issue by engaging with the voices of the addressees of German language support measures, namely multilingual students. Hence, the experiences of 49 primary school students (27 girls; 22 boys; age = 6–11) enrolled in segregated German language support classes (GLSC) were examined…
Insights into students’ experiences of social inclusion and exclusion during attending language pull-out classes
A crucial aspect of the discourse of inclusion revolves around the concept of language pull-out classes and their potential to hinder inclusion. This paper addresses this issue by engaging with the voices of the addressees of German language support measures, namely multilingual students. Hence, the experiences of 49 primary school students (27 girls; 22 boys; age = 6–11) enrolled in segregated German language support classes (GLSC) were examined…
Educational neighbourhoods in Vienna
Collaboration structures across relevant partners in education are associated with the potential to address contextual barriers to all learners’ presence, participation, and achievement. Following these ideas, a newly introduced educational policy in Vienna, the so-called Bildungsgrätzl (educational neighbourhoods), aims to foster long-term cooperative structures between schools and neighbourhood institutions (e.g. leisure facilities and communit…
Learning in segregated settings
Policy translations shape school structures and practices that can affect learning experiences. Examining the day-to-day effects of policies in practice from students’ perspectives is crucial, as it provides often overlooked viewpoints and helps to paint a more complete picture of classroom and school life. This study provides a context-sensitive stance to inclusionary and exclusionary processes since students are not mere passive ‘policy receive…
Beyond School
Urban education systems are increasingly experimenting with place‐based learning communities (LCs) to respond to growing socio‐ecological complexity. Yet empirical research on how such initiatives are organized, governed, and enacted in practice remains limited. This study situates Vienna’s Bildungsgrätzl (BG) initiative within this emerging field of distributed, school‐anchored LCs, addressing the conceptual ambiguities and governance tensions t…
Navigating inclusion and exclusion
This study explores the lived experiences of students participating in school-to-school collaborations (SSCs) within educational neighbourhoods (ENs) in Vienna, Austria. ENs were introduced as a policy initiative to address the inequities of Austria’s stratified education system by fostering interinstitutional collaboration. Drawing on Ahmed’s phenomenological lens, the study examines how students navigate social and academic participation in SSC…
Children's Rights and Participation (3 works) · Educational Environments and Student Outcomes (3 works) · Global Educational Policies and Reforms (2 works) · Mathematics education (2 works) · Pedagogy (2 works) · Psychology (2 works) · Qualitative research (2 works) · Sociology (2 works) · Bridge (graph theory) (1 work) · Collaborative Teaching and Inclusion (1 work)