Intersektionales Handeln zwischen Fremderwartungen und pädagogischer Selbstermächtigung

Abstract

Young imams are confronted with intersectional inequalities in their pedagogical actions. In these relations, the action-guiding and structuring power of socially constructed categories of difference such as language and generation becomes apparent. Against this background, the article focuses on the question of how these relations can be analysed from an intersectional perspective and which self-empowerment strategies professionals use in their pedagogical actions. For this purpose, mosques are considered as pedagogical spaces and imams as pedagogical leaders, which have so far been insufficiently considered in the educa-tional studies. Using intersectionality as an analytical perspective together with the documentary method, the empirical material can be reconstructed and intersectional fields of tension can be described. Based on these insights, the question is discussed how intersectional action can be understood as a specific form of pedagogical action in the sense of a pedagogical self-empowerment strategy.