Michelle Proyer
Dados Biográficos
| ID | 4188879 |
|---|---|
| NOME | Michelle Proyer |
| PRENOMES | Michelle |
| SOBRENOME | Proyer |
| ASSINATURA | PROYER M |
| AFILIAÇÕES | University of Luxembourg |
| ORCID | 0000-0002-0100-7154 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 17 |
| TOTAL DE CITAÇÕES | 4 |
| TOTAL COMO AUTOR | 15 |
| TOTAL COMO EDITOR | 2 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2019 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
Governing (In)vulnerability
Navigating educational pathways among randomness and ongoing displacements
This study explores the educational experiences of refugee students in Austria, focusing on how inclusion, exclusion, and belonging are shaped within school contexts. Drawing on a qualitative design, data were collected through journey mapping and semi-structured interviews with 13 students aged 14–18 from Syria, Iraq, Afghanistan, and Ukraine. Drawing on adolescents’ shared experiences, the study analysed practices related to their accommodation…
‘Stretched… like butter scraped over too much bread ’—The Senco role in Sweden, England, Ireland and Austria
This paper offers a comparative analysis of the Special Educational Needs Coordinator (SENCo) role or equivalent, across Sweden, England, Ireland and Austria. Framed by Bronfenbrenner's Ecological Systems Theory, the study investigates how inclusive education is characterised in policy and practice, and how the SENCo role is defined, enacted and supported within each jurisdiction. A hybrid methodological approach, combining a Most Similar Systems…
Bridging programmes for internationally educated teachers
‘Bridging programmes’ are targeted courses designed to help professionals with international qualifications to adapt to and be recognised in a new employment system. This article explores bridging programmes for internationally educated teachers (IETs) around the world, as reported in the research literature published between 2010 and 2024. It draws from a larger systematic review into more general policies and practices relating to IETs, which i…
An international systematic review of the ICF in education
The International Classification of Functioning, Disability, and Health (ICF), established by the World Health Organization (WHO), provides a biopsychosocial framework for understanding and addressing human functioning and disability. This systematic review examines the application of the ICF in educational contexts across four non-English languages: Chinese, German, Italian, and Portuguese. The findings reveal significant cross-cultural and ling…
Beyond Human Rights Education
This article presents a theoretical elaboration based on the thesis that the UN Declaration on Human Rights (UNDHR) is not sufficient to realize co-creative practices for a (world) society based on the principles of diversity, equity, inclusion, and justice. We argue that these goals are not a legal but a social task and responsibility rooted in a deeply social concern. In addressing the difficult implementation of UNDHR, the article turns to not…
Capabilities and ableism in early childhood education
In this article, the authors discuss capabilities and ableism in early childhood education by drawing from the capabilities approach and ableism-critical perspectives. Both capabilities and ableism are relevant concepts for inclusive early childhood education but hold different analytical potentials as they differ in their genealogy and conceptualisation. While the exposure of ableism is a mode of criticism against ableist structures and oppressi…
Zwischen Capabilities und Ableism
In diesem Beitrag diskutieren wir sozialpädagogische Verhältnisse zwischen menschenrechtsorientierter Befähigung und individualistischer Fähigkeitsorientierung mit möglichen exkludierenden Folgen. Diese Diskussion führen wir mit Bezügen auf zwei aus unserer Sicht für die Sozialpädagogik zentrale, jedoch nicht gleichermaßen etablierte Ansätze: Capabilities Approach (CA) und Ableismkritik. Während Ersterer aus der Sozialpädagogik nicht mehr wegzude…
The Making of Teachers in the Age of Migration
The Making of Teachers in the Age of Migration aims to unravel entrenched hegemonically-induced hindrances and barriers to internationally acquired teaching competencies' recognition processes. With curricula of teacher education - like school curricula - remaining highly affirmative of localized traditions and styles of reasoning, in times of migration movement, teacher education needs to be reframed to become a global issue. The book's contribu…
‘First and foremost, we are teachers, not refugees’
This article looks deeper into the educational careers and barriers faced by internationally trained teachers with refugee backgrounds. Highly skilled teachers experience among others formal barriers due to the two-subject regime in Austria. This study analyses the barriers and measures that disable or enable the re-qualification of internationally trained teachers who wish to continue their profession in Austria. Guided by a participatory approa…
Against the rules – disrupting and reassessing discursive practices of playfulness
The article dissects approaches to playfulness with persons with learning difficulties. It questions the intersection of dis/ability and play by reassessing (who determines) the role of play in people with dis/abilities' lives with a focus on discursive practices of belittlement and diagnosing, as well as the positive potential in play, such as empowerment in an inclusive game session. As part of an international research project, we facilitated …
Corona bewegt – auch die Bildungswissenschaft. Bildungswissenschaftliche Reflexionen aus Anlass einer Pandemie
Der vorliegende Band nimmt seinen Ausgangspunkt in der krisenhaften Situation um Covid-19. Er hat den Anspruch, mittels wissenschaftlicher Praktiken der Verunsicherung bzw. dem Bruch mit den bisher als „Normalität“ aufgefassten Verhältnissen etwas entgegen zu setzen. Involviert in bildungswissenschaftliche Forschung und Lehre, die sich angesichts der Pandemie in vielfältiger Weise neu verorten und gestalten, wenden sich die Autor*innen grundlegen…
Grenzen. Gänge. Zwischen. Welten. Kontroversen – Entwicklungen – Perspektiven der Inklusionsforschung
Fokus auf Feuser und Boger gelegt wird, bleibt die im Vortrag von Wayne Veck vorgenommene konzeptive Setzung gewahr, die Inklusive Bildung im Kontext von Nationalismus und Feindseligkeit gegenber Menschen mit Flucht-und/oder Migrationserfahrung thematisierte und damit mageblich zur intendierten weiteren thematischen ffnung des Diskurses beitrug. Die Notwendigkeit, die Inklusionsforschung selbst in den Fokus grundstndiger Kritik zu rcken, thematis…
Intersectional Aspects of Education at the Nexus of Disability and Forced Migration
Although Austrian statistics inform about the distribution of students among different school types based on either their special education needs or their (forced) migration background, the group facing the disadvantages of both situations is almost invisible in the national context. There is a lack of data about the intersection of the kind of schooling (integrative setting, inclusive settings, or special education classes), gender, nationality,…
Inklusion von Lehrkräften nach der Flucht. Über universitäre Ausbildung zum beruflichen Wiedereinstieg
Der Band widmet sich dem beruflichen Wiedereinstieg von Lehrkräften mit Fluchthintergrund in den Schuldienst. Das Buch stellt den Zertifikatskurs "Bildungswissenschaftliche Grundlagen für Lehrkräfte mit Fluchthintergrund" an der Universität Wien und Forschungsergebnisse dazu eingehend dar. Weiterhin reflektieren die Lehrenden und die Teilnehmenden ihre Erfahrungen mit dieser Maßnahme. Herausforderungen und Synergien im Zusammenhang mit der Implem…
Instating settings of emergency education in Vienna
In the year 2015, Austria was one of the main European destinations of displaced persons. According to education authoritiesaround 15,000 children with a forced migration background of school age who arrived in Austria over the course of a few months from late2015 to the beginning of 2016 called for immediate and partly temporary solutions. Due to Austrian legislation and unlike other countries,every child living in Austria between the ages of si…
Inklusive Schule und Vielfalt
Das Buch behandelt die grundlegenden Konzepte der Vielfalt, Differenz, Heterogenität und Diversität und entwirft die Grundlinien einer Pädagogik der Vielfalt, die zugleich immer auch Fragen der Bildungsgerechtigkeit und Chancengleichheit in den Blick nimmt. Neben der Klärung der theoretischen Grundlagen und inhaltlichen Positionen inklusiver Pädagogik erörtert der Band sehr konkret die Möglichkeiten der Lehrkraft, Anerkennung und Wertschätzung im…
Instating settings of emergency education in Vienna
In the year 2015, Austria was one of the main European destinations of displaced persons. According to education authoritiesaround 15,000 children with a forced migration background of school age who arrived in Austria over the course of a few months from late2015 to the beginning of 2016 called for immediate and partly temporary solutions. Due to Austrian legislation and unlike other countries,every child living in Austria between the ages of si…
The Making of Teachers in the Age of Migration
The Making of Teachers in the Age of Migration aims to unravel entrenched hegemonically-induced hindrances and barriers to internationally acquired teaching competencies' recognition processes. With curricula of teacher education - like school curricula - remaining highly affirmative of localized traditions and styles of reasoning, in times of migration movement, teacher education needs to be reframed to become a global issue. The book's contribu…
Instating settings of emergency education in Vienna
In the year 2015, Austria was one of the main European destinations of displaced persons. According to education authoritiesaround 15,000 children with a forced migration background of school age who arrived in Austria over the course of a few months from late2015 to the beginning of 2016 called for immediate and partly temporary solutions. Due to Austrian legislation and unlike other countries,every child living in Austria between the ages of si…
Inklusive Schule und Vielfalt
Das Buch behandelt die grundlegenden Konzepte der Vielfalt, Differenz, Heterogenität und Diversität und entwirft die Grundlinien einer Pädagogik der Vielfalt, die zugleich immer auch Fragen der Bildungsgerechtigkeit und Chancengleichheit in den Blick nimmt. Neben der Klärung der theoretischen Grundlagen und inhaltlichen Positionen inklusiver Pädagogik erörtert der Band sehr konkret die Möglichkeiten der Lehrkraft, Anerkennung und Wertschätzung im…
Inklusion von Lehrkräften nach der Flucht. Über universitäre Ausbildung zum beruflichen Wiedereinstieg
Der Band widmet sich dem beruflichen Wiedereinstieg von Lehrkräften mit Fluchthintergrund in den Schuldienst. Das Buch stellt den Zertifikatskurs "Bildungswissenschaftliche Grundlagen für Lehrkräfte mit Fluchthintergrund" an der Universität Wien und Forschungsergebnisse dazu eingehend dar. Weiterhin reflektieren die Lehrenden und die Teilnehmenden ihre Erfahrungen mit dieser Maßnahme. Herausforderungen und Synergien im Zusammenhang mit der Implem…
Corona bewegt – auch die Bildungswissenschaft. Bildungswissenschaftliche Reflexionen aus Anlass einer Pandemie
Der vorliegende Band nimmt seinen Ausgangspunkt in der krisenhaften Situation um Covid-19. Er hat den Anspruch, mittels wissenschaftlicher Praktiken der Verunsicherung bzw. dem Bruch mit den bisher als „Normalität“ aufgefassten Verhältnissen etwas entgegen zu setzen. Involviert in bildungswissenschaftliche Forschung und Lehre, die sich angesichts der Pandemie in vielfältiger Weise neu verorten und gestalten, wenden sich die Autor*innen grundlegen…
Grenzen. Gänge. Zwischen. Welten. Kontroversen – Entwicklungen – Perspektiven der Inklusionsforschung
Fokus auf Feuser und Boger gelegt wird, bleibt die im Vortrag von Wayne Veck vorgenommene konzeptive Setzung gewahr, die Inklusive Bildung im Kontext von Nationalismus und Feindseligkeit gegenber Menschen mit Flucht-und/oder Migrationserfahrung thematisierte und damit mageblich zur intendierten weiteren thematischen ffnung des Diskurses beitrug. Die Notwendigkeit, die Inklusionsforschung selbst in den Fokus grundstndiger Kritik zu rcken, thematis…
Intersectional Aspects of Education at the Nexus of Disability and Forced Migration
Although Austrian statistics inform about the distribution of students among different school types based on either their special education needs or their (forced) migration background, the group facing the disadvantages of both situations is almost invisible in the national context. There is a lack of data about the intersection of the kind of schooling (integrative setting, inclusive settings, or special education classes), gender, nationality,…
‘First and foremost, we are teachers, not refugees’
This article looks deeper into the educational careers and barriers faced by internationally trained teachers with refugee backgrounds. Highly skilled teachers experience among others formal barriers due to the two-subject regime in Austria. This study analyses the barriers and measures that disable or enable the re-qualification of internationally trained teachers who wish to continue their profession in Austria. Guided by a participatory approa…
Against the rules – disrupting and reassessing discursive practices of playfulness
The article dissects approaches to playfulness with persons with learning difficulties. It questions the intersection of dis/ability and play by reassessing (who determines) the role of play in people with dis/abilities' lives with a focus on discursive practices of belittlement and diagnosing, as well as the positive potential in play, such as empowerment in an inclusive game session. As part of an international research project, we facilitated …
The Making of Teachers in the Age of Migration
The Making of Teachers in the Age of Migration aims to unravel entrenched hegemonically-induced hindrances and barriers to internationally acquired teaching competencies' recognition processes. With curricula of teacher education - like school curricula - remaining highly affirmative of localized traditions and styles of reasoning, in times of migration movement, teacher education needs to be reframed to become a global issue. The book's contribu…
An international systematic review of the ICF in education
The International Classification of Functioning, Disability, and Health (ICF), established by the World Health Organization (WHO), provides a biopsychosocial framework for understanding and addressing human functioning and disability. This systematic review examines the application of the ICF in educational contexts across four non-English languages: Chinese, German, Italian, and Portuguese. The findings reveal significant cross-cultural and ling…
Beyond Human Rights Education
This article presents a theoretical elaboration based on the thesis that the UN Declaration on Human Rights (UNDHR) is not sufficient to realize co-creative practices for a (world) society based on the principles of diversity, equity, inclusion, and justice. We argue that these goals are not a legal but a social task and responsibility rooted in a deeply social concern. In addressing the difficult implementation of UNDHR, the article turns to not…
Capabilities and ableism in early childhood education
In this article, the authors discuss capabilities and ableism in early childhood education by drawing from the capabilities approach and ableism-critical perspectives. Both capabilities and ableism are relevant concepts for inclusive early childhood education but hold different analytical potentials as they differ in their genealogy and conceptualisation. While the exposure of ableism is a mode of criticism against ableist structures and oppressi…
Zwischen Capabilities und Ableism
In diesem Beitrag diskutieren wir sozialpädagogische Verhältnisse zwischen menschenrechtsorientierter Befähigung und individualistischer Fähigkeitsorientierung mit möglichen exkludierenden Folgen. Diese Diskussion führen wir mit Bezügen auf zwei aus unserer Sicht für die Sozialpädagogik zentrale, jedoch nicht gleichermaßen etablierte Ansätze: Capabilities Approach (CA) und Ableismkritik. Während Ersterer aus der Sozialpädagogik nicht mehr wegzude…
Governing (In)vulnerability
Navigating educational pathways among randomness and ongoing displacements
This study explores the educational experiences of refugee students in Austria, focusing on how inclusion, exclusion, and belonging are shaped within school contexts. Drawing on a qualitative design, data were collected through journey mapping and semi-structured interviews with 13 students aged 14–18 from Syria, Iraq, Afghanistan, and Ukraine. Drawing on adolescents’ shared experiences, the study analysed practices related to their accommodation…
‘Stretched… like butter scraped over too much bread ’—The Senco role in Sweden, England, Ireland and Austria
This paper offers a comparative analysis of the Special Educational Needs Coordinator (SENCo) role or equivalent, across Sweden, England, Ireland and Austria. Framed by Bronfenbrenner's Ecological Systems Theory, the study investigates how inclusive education is characterised in policy and practice, and how the SENCo role is defined, enacted and supported within each jurisdiction. A hybrid methodological approach, combining a Most Similar Systems…
Bridging programmes for internationally educated teachers
‘Bridging programmes’ are targeted courses designed to help professionals with international qualifications to adapt to and be recognised in a new employment system. This article explores bridging programmes for internationally educated teachers (IETs) around the world, as reported in the research literature published between 2010 and 2024. It draws from a larger systematic review into more general policies and practices relating to IETs, which i…
Political science (10 obras) · Sociology and Education Studies (5 obras) · Education and experiences of immigrants and refugees (4 obras) · Global Education and Multiculturalism (4 obras) · Global Educational Policies and Reforms (4 obras) · Refugee (4 obras) · Sociology (4 obras) · Collaborative Teaching and Inclusion (3 obras) · Migration, Health and Trauma (3 obras) · Pedagogy (3 obras)