Hande Erdem-Möbius
Biographic Data
| ID | 6750213 |
|---|---|
| NAME | Hande Erdem-Möbius |
| GIVEN NAMES | Hande |
| FAMILY NAME | Erdem-Möbius |
| SIGNATURE | ERDEM-MÖBIUS H |
| AFFILIATIONS | University of Bamberg |
| ORCID | 0000-0003-0604-5106 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 2 |
Ethnoreligious identities in home–school–society relational spaces: The case of Turkish immigrant parents in Germany
Applying a socio-spatial perspective, this study examines the ethnoreligious identities of Turkish immigrant parents in Germany within home–school–society relational spaces. A total of 22 qualitative interviews with parents of children aged 3–6 years or 8–12 years were conducted and analyzed using content analysis. The findings show that parents construct a home space by adopting religious congruence with or separation from school and societal sp…
The Interplay of Ethnocultural Identity and Language: Perceptions and Experiences of Turkish Immigrant Mothers in Home–School–Society Relational Spaces
Immigrants’ linguistic resources and proficiency have received attention in politics and academia; however, families’ views about using the host country’s language alongside their heritage language requires further research. By applying a socio-spatial approach connected to Critical Race Theory, this paper examines how mothers of Turkish origin in Germany perceive and experience their language use in home-school-society relational spaces and how …
Socio-spatial segregation in school-society relational spaces from the perspectives of Turkish immigrant mothers: “Where are the Germans?”
By applying a relational spatial approach, we examine how Turkish-origin mothers in Germany perceive and experience socio-spatial segregation and how they relate this issue to the quality of education received by their (pre-)school-age children. Socio-spatial segregation is examined using the concept of ‘space’, to interpret not just physical but also symbolic boundaries perceived at the intersections of school and society. To explore the mothers…
Ethnoreligious identities in home–school–society relational spaces: The case of Turkish immigrant parents in Germany
Applying a socio-spatial perspective, this study examines the ethnoreligious identities of Turkish immigrant parents in Germany within home–school–society relational spaces. A total of 22 qualitative interviews with parents of children aged 3–6 years or 8–12 years were conducted and analyzed using content analysis. The findings show that parents construct a home space by adopting religious congruence with or separation from school and societal sp…
Socio-spatial segregation in school-society relational spaces from the perspectives of Turkish immigrant mothers: “Where are the Germans?”
By applying a relational spatial approach, we examine how Turkish-origin mothers in Germany perceive and experience socio-spatial segregation and how they relate this issue to the quality of education received by their (pre-)school-age children. Socio-spatial segregation is examined using the concept of ‘space’, to interpret not just physical but also symbolic boundaries perceived at the intersections of school and society. To explore the mothers…
The Interplay of Ethnocultural Identity and Language: Perceptions and Experiences of Turkish Immigrant Mothers in Home–School–Society Relational Spaces
Immigrants’ linguistic resources and proficiency have received attention in politics and academia; however, families’ views about using the host country’s language alongside their heritage language requires further research. By applying a socio-spatial approach connected to Critical Race Theory, this paper examines how mothers of Turkish origin in Germany perceive and experience their language use in home-school-society relational spaces and how …
Socio-spatial segregation in school-society relational spaces from the perspectives of Turkish immigrant mothers: “Where are the Germans?”
By applying a relational spatial approach, we examine how Turkish-origin mothers in Germany perceive and experience socio-spatial segregation and how they relate this issue to the quality of education received by their (pre-)school-age children. Socio-spatial segregation is examined using the concept of ‘space’, to interpret not just physical but also symbolic boundaries perceived at the intersections of school and society. To explore the mothers…
Ethnoreligious identities in home–school–society relational spaces: The case of Turkish immigrant parents in Germany
Applying a socio-spatial perspective, this study examines the ethnoreligious identities of Turkish immigrant parents in Germany within home–school–society relational spaces. A total of 22 qualitative interviews with parents of children aged 3–6 years or 8–12 years were conducted and analyzed using content analysis. The findings show that parents construct a home space by adopting religious congruence with or separation from school and societal sp…
The Interplay of Ethnocultural Identity and Language: Perceptions and Experiences of Turkish Immigrant Mothers in Home–School–Society Relational Spaces
Immigrants’ linguistic resources and proficiency have received attention in politics and academia; however, families’ views about using the host country’s language alongside their heritage language requires further research. By applying a socio-spatial approach connected to Critical Race Theory, this paper examines how mothers of Turkish origin in Germany perceive and experience their language use in home-school-society relational spaces and how …
Gender Studies (3 works) · Gender Studies (3 works) · Immigration (3 works) · Qualitative research (3 works) · Social science (3 works) · Sociology (3 works) · Turkish (3 works) · Geography (2 works) · German (2 works) · Identity (music (2 works)