Contested Integration: Hegemony Projects in the Field of Education in Austria

Ayse Esra Dursun (Corresponding author), Stella Wolter, Mira Liepold, Dovaine Buschmann, Birgit Sauer

Publications: Contribution to journalArticlePeer Reviewed


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

Original languageEnglish
Pages (from-to)464-483
Number of pages20
JournalCritical Policy Studies
Issue number3
Early online date4 Dec 2022
Publication statusPublished - 2023

Austrian Fields of Science 2012

  • 506016 Migration policy
  • 504005 Educational sociology


  • Austria
  • hegemony projects
  • Integration
  • migrant children

Cite this