WHY THE TURKS HAVE IT BETTER IN GERMANY: A COMPARATIVE, HISTORICAL ANALYSIS OF POLICY TRAJECTORIES IN US BILINGUAL EDUCATION AND GERMAN ISLAMIC RELIGIOUS INSTRUCTION FROM 1965-2010

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dc.contributor.advisorSheingate, Adam D.en_US
dc.contributor.authorParris, Girma Elyoten_US
dc.contributor.committeeMemberTeles, Steven M.en_US
dc.contributor.committeeMemberSpence, Lesteren_US
dc.contributor.committeeMemberAndreas, Joelen_US
dc.contributor.committeeMemberRice, Eric P.en_US
dc.date.accessioned2015-09-16T03:34:03Z
dc.date.available2015-09-16T03:34:03Z
dc.date.created2015-05en_US
dc.date.issued2015-01-21en_US
dc.date.submittedMay 2015en_US
dc.description.abstractThis study offers a test case for Zolberg and Woon's (1999) "Why Islam is like Spanish," treating Islamic religious instruction in Germany and US bilingual education as comparable issue areas in political incorporation in their respective nations. Since the 1980s, policy trends in US bilingual education (at the national and state level) indicate policy rollback. This is despite a long period of political incorporation for the main beneficiary of these policies, immigrants of Mexican descent. By contrast, policy trends in Islamic religious instruction in Germany indicate modest expansionary trends despite comparatively less political incorporation of and a shorter immigration history for its main beneficiaries, immigrants of Turkish descent. This belies the literature in political science that argues that entrenched groups are well positioned to secure/defend favorable policy outcomes in issue areas of interest. Through a comparative study of national and sub-national variation in policy trajectories in Germany and the US, this study will argue that Turkish interests have been better positioned in Germany to attain their policy interests in religious instruction, situated in a setting characterized by corporatist interest intermediation and historic elite support for religious instruction as a means of integration. This contrasts with their Mexican counterparts in the US, whose prospects (historically) of attaining their desired outcomes in bilingual education policy have been less favorable. Mexican interests operate within the laissez faire, competitive, political marketplace of American pluralism where bilingual education has been a historically polarizing issue among elites. Through close rendering of primary and secondary sources, this study will build and compare national and subnational policy narratives in the issues areas of focus spanning from 1965 through 2010.en_US
dc.format.mimetypeapplication/pdfen_US
dc.identifier.urihttp://jhir.library.jhu.edu/handle/1774.2/37826
dc.languageen
dc.publisherJohns Hopkins University
dc.subjectImmigrant integrationen_US
dc.subjecteducation policyen_US
dc.subjectLatino politicsen_US
dc.subjectbilingual educationen_US
dc.subjectreligious instructionen_US
dc.subjectIslamic religious instructionen_US
dc.subjectinstitutional changeen_US
dc.subjectAmerican political developmenten_US
dc.subjectpolitical incorporationen_US
dc.subjectMuslim integration in Western Europeen_US
dc.titleWHY THE TURKS HAVE IT BETTER IN GERMANY: A COMPARATIVE, HISTORICAL ANALYSIS OF POLICY TRAJECTORIES IN US BILINGUAL EDUCATION AND GERMAN ISLAMIC RELIGIOUS INSTRUCTION FROM 1965-2010en_US
dc.typeThesisen_US
dc.type.materialtexten_US
thesis.degree.departmentPolitical Scienceen_US
thesis.degree.disciplinePolitical Scienceen_US
thesis.degree.grantorJohns Hopkins Universityen_US
thesis.degree.grantorKrieger School of Arts and Sciencesen_US
thesis.degree.levelDoctoralen_US
thesis.degree.namePh.D.en_US
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