Abstract
Abstract This article examines policies and practices related to Turkish teachers in West German schools in the 1970s and 1980s. Different stakeholders in Turkish education in West Germany – school administrators, parents, consular officials, and the teachers themselves – understood the role of these teachers in different ways over time, reflecting contrasting and shifting notions about the knowledge teachers were expected to pass on to Turkish pupils. In the late 1970s,West German officials began to privilege teachers’ status as migrants capable of modeling their own successful integration for pupils, reflecting new assumptions about Turks in West Germany and their futures in the country.
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