Contested integration: hegemony projects in the field of education in Austria

The Austrian policy landscape with regard to the educational integration measures directly or indirectly targeting migrant children is characterized by inconsistency and concurrence of integrative segregative measures. We ask how these discrepancies can be interpreted without being reduced mere inconsistencies why, in context ongoing normalization political right, have not (yet) disappeared completely. Based on interviews experts, we identify three distinct – integrative, multicultural, hegemony projects pursued different social forces through various discursive institutional strategies. project seeks redistribution comprehensive, rights-based measures; multicultural promote recognition for cultural diversity; re-signify mechanisms assessment, discipline control. Although our sample limited terms representation, research speaks societal contestation over means meaning integration.