@article{MoffittJuangSyed2018,
  author    = {Moffitt, Ursula Elinor and Juang, Linda P. and Syed, Moin},
  title     = {Being both German and Other},
  series = {British Journal of Social Psychology},
  volume    = {57},
  journal   = {British Journal of Social Psychology},
  number    = {4},
  publisher = {Wiley},
  address   = {Hoboken},
  issn      = {0144-6665},
  doi       = {10.1111/bjso.12268},
  pages     = {878 -- 896},
  year      = {2018},
  abstract  = {Recent discursive research has built on Michael Billig's theory of banal nationalism, arguing that minoritized individuals who explicitly claim adherence to a national group may be further marginalized from a perceived majority who view such acts as socially undesirable. In Germany, a master narrative of muted national pride precludes hot nationalism, while a narrative of integration calls for overt national allegiance from anyone perceived as Other. Integration is demanded not only of recent immigrants, but also of the second generation and beyond, bolstering a related narrative of unquestioned Germanness as ethnically based. We conducted narrative analysis of interviews with white and Turkish German young adults to explore these master narratives, examining national identity through the lens of banal and hot nationalism. We found it is not only hot nationalism that marginalized Turkish German participants, but also the unrealizable narrative of integration. Situated within research into exclusionary notions of German identity, we argue that the integration demand reiterates the narrative of Germany as ethnically homogenous while fostering a feedback loop of contested belonging. With the recent increase in refugees and other immigrants, this critical examination of identity and belonging in Germany offers a timely and underexamined perspective to an important discussion.},
  language  = {en}
}
@article{MoffittJuang2019,
  author    = {Moffitt, Ursula Elinor and Juang, Linda P.},
  title     = {Who is "German" and who is a "migrant?" Constructing Otherness in education and psychology research},
  series = {European Educational Research Journal},
  volume    = {18},
  journal   = {European Educational Research Journal},
  number    = {6},
  publisher = {Sage Publ.},
  address   = {London},
  issn      = {1474-9041},
  doi       = {10.1177/1474904119827459},
  pages     = {656 -- 674},
  year      = {2019},
  abstract  = {Despite growing European and global interconnectedness, questions of national identity have only gained in importance in recent years. Yet the role researchers play in perpetuating norms of national belonging has gone largely unexamined. Who is included in unmarked national group labels such as German, Dutch, or Danish, who is understood as Other, and how terminology relates to exclusionary notions of national identity warrants greater investigation. Thus, using an exploratory review of recent research in the German context, the current study aimed to (a) identify relevant terminology in empirical education and psychology studies; (b) employ constructionist analysis to examine its situated meaning; (c) discuss societal and methodological implications; and (d) propose guidelines for more accurate and inclusive research. Based on a constructionist thematic analysis, a reiteration of a white ingroup and perceived immigrant Other was found. This dichotomy reinforces an exclusionary notion of who is German while omitting relevant information, such as participant generation or citizenship, from analyses. In doing so, researchers are perpetuating essentialized notions of national belonging while reporting incomplete and potentially inaccurate findings. Though selecting demographic information can be complex, recognizing the impact of labels and acknowledging heterogeneity are essential elements of inclusive and representative research.},
  language  = {en}
}