Ethnoreligious identities in home–school–society relational spaces: The case of Turkish immigrant parents in Germany

Abstract

ABSTRACT 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 spaces based on their ethnoreligious identities. The inclusive or exclusive school and societal spaces reproduce each other and, in turn, shape parental identities that influence beliefs and practices related to ethnoreligious upbringing within the home space. Besides contributing to the spatial perspective in educational research, this study has implications for policy and practice.