Publications

In the research discussion paper that emerged from the GraL research project, we focus on the relationship between professionalization, racism, and fear. It identifies key dimensions of the problem, as well as related gaps in teacher education, that become visible in this relationship. Our analyses show that fear plays a significant role in the professionalization of prospective teachers. It is not an individual phenomenon, but rather reveals social relations in migration societies within teacher education and is closely intertwined with racism. Against this background, the discussion paper examines how racism becomes a topic in teacher education through the experiences of prospective teachers, and what role affects such as fear play, especially under conditions of racism.

Schitow, Katharina / In 't Veld, Jaël / Ohm, Vanessa / Saadati Fashtomi, Roya / Shure, Saphira (2026): Lehrer:innenbildung als Ort der Angst? Rassismus professionalisiert. Ein Impulspapier. Bielefeld: Univ. Bielefeld, Projekt „Gelingensbedingungen rassismussensibler Lehrer:innenbildung (GraL)“. https://doi.org/10.4119/unibi/3014016

This article deals with questions of research ethics in the field of educational and social science research on racism. It focuses on key aspects of engaging with research participants in the context of racism research, as well as relevant needs of, and support options for, researchers in the field of racism research. Based on experiences from the ongoing research project “Conditions for successful racism-sensitive teacher education (GraL)”, considerations are made on elements of systematic research reflection as part of the approach to (more) ethically appropriate research practice.

Ohm, Vanessa / Shure, Saphira (2025): Research on racism under conditions of racism. An approach to questions of research ethics and research reflection with regard to informants and researchers. In: ZQF – Journal for Qualitative Research, 26(2), pp. 149–160. https://doi.org/10.3224/zqf.v26i2.02

This article examines the potential and synergy taht can be achieved by linking teacher education research with research into educational racism research. To this end, German-language teacher education research is systematically outlined as a diverse field and then briefly introduced in research on teacher education and racism. Building on this, we examine what contribution the emerging field of educational racism research can make to current research on teacher education. By examining the relationship between the two fields of research, we aim to contribute to the differentiation of teacher education research in a  society of migration.

Ohm, Vanessa / Saadati Fashtomi, Roya / In ’t Veld, Jaël / Shure, Saphira (2025): Lehrerinnenbildungsforschung als Rassismusforschung? Theoretische Erkundungen zweier Felder und ihrer Relation. In: PFLB – PraxisForschungLehrerinnenBildung, 7(3), S. 87–116. https://doi.org/10.11576/pflb-8026

This article presents the workshop Reflexivity as an anchor for anti-racist professionalisation? It highlights the relevance for teachers of engaging with anti-racism and outlines the multifaceted phenomenon of “racism.” This is followed by an examination of the terms “racism,” “critical racism perspectices“, and “racism in and through school.” Building on this, case work is presented as a concrete method for practicing and approaching anti-racist professionalism in the mode of reflexive engagement. /Critical Race Theory is seen as a cross-cutting task in teacher education.

Ohm, Vanessa / Saadati Fashtomi, Roya (2024): Reflexivität als Anker rassismuskritischer Professionalisierung? - Fallarbeit als Aspekt reflexiver Professionalisierung. SEMINAR, 30(1), S. 62-75. Bielefeld: wbv Publikation. https://doi.org/10.3278/