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This autoethnographic essay examines migration, integration, and higher education in German-speaking contexts through a postcolonial lens. Blending analytic and evocative approaches, it critiques dominant narratives and colonial legacies in academic discourse. Drawing on personal and professional experiences, the essay reveals how integration discourse perpetuates marginalization and racialization, leading to emotional and political alienation. It advocates for reimagined pedagogies that centre personal narratives and reflexivity, empowering migrant scholars and students to reclaim agency and challenge hegemonic structures. Through vignettes and a selection of student reflections, it shows how autoethnography bridges lived experiences and theory, serving as both a method of empowerment and a pedagogical tool for inclusive education. Emphasizing multilingualism and diversity as vital resources, the essay calls for systemic change in educational frameworks to reflect the complexities of migration societies and support marginalized voices. Ultimately, it promotes epistemic justice and the transformation of higher education into a more equitable and inclusive space.
Ülkü Güney (Fri,) studied this question.