The contradicting lack of a ‘culture of recognition’ in institutional practices concerning foreign credentials alongside discourses of ‘increasing shortage of skilled labour’ apparently leave qualified immigrants with little choices to continue professional paths. And despite the European education area, actual voices of those who navigate in education and across states are often neglected. Those voices affect questions of ‘Mobility and social exclusion’ as well as ‘Education and global citizenship’.
My qualitative study focuses on immigrants from EU-countries who came to Germany in recent years individually, in other words: without any prescribed programs ahead. For this paper I would like to compare narratives of those who study at a German university with those who participate in programs for foreign academics outside the university. Bringing academic credentials across borders, both chose different educational paths in the country of immigration. How do they experience boundaries across the EU?
After a brief summary of the research design and methodological steps in this study, I will present examples which show how individuals link their current experiences after migration to the previous educational biography. This linkage has to be negotiated, re-adjusted, or modified by the individuals in and with the institutions.
