@article{36133,
  abstract     = {{Considering students’ voices and perspectives is indispensable in educational contexts. Therefore, instruments of measurement that are reliable and valid and can be used easily without complications are needed in schools. The Perceptions of Inclusion Questionnaire (PIQ) is a short instrument used to assess three central dimensions of inclusion, namely emotional and social inclusion and academic self-concept. Previous evaluations indicate in general high psychometric properties. This study aimed to evaluate the construct validity of the three scales of the PIQ’s student version using different approaches in two samples from primary (grade 4, N = 721) and secondary (grade 7, N = 393) schools. The results of confirmatory factorial analyses confirmed the PIQ’s three factors in both samples which are also measurement equivalent across grades. Plausible correlations with additional divergent and convergent scales reveal that the PIQ measures the theoretically assumed constructs—emotional and social inclusion as well as academic self-concept—validly. }},
  author       = {{Knickenberg, Margarita and Zurbriggen, Carmen L. A. and Schwab, Susanne}},
  issn         = {{2158-2440}},
  journal      = {{SAGE Open}},
  keywords     = {{General Social Sciences, General Arts and Humanities}},
  number       = {{1}},
  publisher    = {{SAGE Publications}},
  title        = {{{Validation of the student version of the Perceptions of Inclusion Questionnaire in primary and secondary education settings}}},
  doi          = {{10.1177/21582440221079896}},
  volume       = {{12}},
  year         = {{2022}},
}

@article{36318,
  abstract     = {{Building and expanding on Bourdieu’s notions of cultural capital, habitus, and field, this conceptual article aims to contribute to a better understanding of intercultural transformations. Distancing itself from essentialist reductionism in the analysis of cultures, it associates intercultural transformations with habitus crises through “culture shock,” with the realization of intercultural capital, and with changes in the scope and configuration of cultural pluriformity. In going beyond Bourdieu without abandoning him along the way, the approach outlined in the course of this article combines a range of conceptual tools which may prove to be useful in sustaining struggles for social justice in educational institutions and in society at large. </jats:p>}},
  author       = {{Pöllmann, Andreas}},
  issn         = {{2158-2440}},
  journal      = {{SAGE Open}},
  keywords     = {{General Social Sciences, General Arts and Humanities}},
  number       = {{4}},
  publisher    = {{SAGE Publications}},
  title        = {{{Bourdieu and the quest for intercultural transformations}}},
  doi          = {{10.1177/21582440211061391}},
  volume       = {{11}},
  year         = {{2021}},
}

@article{66780,
  abstract     = {{Drawing from Pierre Bourdieu’s conceptual “toolbox”, this article focuses on intercultural capital as an increasingly significant type of cultural capital and marker of sociocultural distinction. It first introduces different forms of intercultural capital, with a particular interest in the potential benefits of its embodiment. Subsequently, the critical question as to why some people can be considered as better positioned to realize intercultural capital than others is being addressed. The remainder of the discussion looks at possible operational “measures” for the concept of intercultural capital and how these may be applied to examine the conditions and potential impact of its realization.</jats:p>}},
  author       = {{Pöllmann, Andreas}},
  issn         = {{2158-2440}},
  journal      = {{Sage Open}},
  number       = {{2}},
  pages        = {{1--7}},
  publisher    = {{SAGE Publications}},
  title        = {{{Intercultural capital: Toward the conceptualization, operationalization, and empirical investigation of a rising marker of sociocultural distinction}}},
  doi          = {{10.1177/2158244013486117}},
  volume       = {{3}},
  year         = {{2013}},
}

@article{66786,
  abstract     = {{This article focuses on ancestry as a controversial marker of Britishness/Germanness. Considering developments in nationality law and large-scale survey data for England and Germany, it illustrates that macrocontextual distinctions into civic and ethnic nations tend to overestimate cross-national differences, while underestimating important within-country variations according to people’s educational background. The fact that—in both countries—higher levels of formal education are strongly associated with more ethnically inclusive notions of legitimate national membership underlines the formative potential of formal education in contemporary multicultural societies.</jats:p>}},
  author       = {{Pöllmann, Andreas}},
  issn         = {{2158-2440}},
  journal      = {{Sage Open}},
  number       = {{4}},
  pages        = {{1--6}},
  publisher    = {{SAGE Publications}},
  title        = {{{Locating ancestry in notions of Britishness/Germanness: Beyond waning myths of civic and ethnic nations}}},
  doi          = {{10.1177/2158244012466666}},
  volume       = {{2}},
  year         = {{2012}},
}