The consideration of transnational lifestyles in self-positioning practices of schools: Analysis of websites in the regular and alternative school sectors

The present article explores how transnational practices are taken into account in regular and alternative schools. To answer this question, a study focusing on the online presence of all regular and alternative schools (n = 197) in Frankfurt am Main, Germany, was conducted. The data was analysed using methods of qualitative content analysis via deductive and inductive category formation. The categories were based on the theoretical framework of school theory according to Fend (2011), and school culture according to Helsper (2008a, b). The findings show that in alternative schools, more space emerges for transnational practices as distance from the regular German system grows. These institutions, increasingly in private ownership, explicitly ascribe themselves the competence to educate members of transnationally-orientated social groups without discrimination and while considering their group-specific migration experiences. Regular schools also offer programmes that aim to take into account the specific migration-related characteristics of their student bodies. However, the logic of internationalisation is argued less as an elitist strategy than as a way to compensate for disadvantages. The paper presents these transnational and translingual educational offers and discusses the respective strategies against a background of methodological challenges.