Merle Hummrich

Merle Hummrich is a Full Professor at Goethe University Frankfurt's Department of Educational Sciences, where she conducts research on youth and school in migration society with a focus on participation, inclusion, recognition, justice, and normative orders. Her work examines school cultures and youth practices through intersectional lenses, analyzing how various difference relations interact within social spaces.

Her educational background includes a PhD from Johannes Gutenberg University Mainz (1998-2001), preceded by studies in Sociology, Philosophy, and Education at the same institution. Prior academic positions include professorships at Goethe University Frankfurt and Martin Luther University Halle-Wittenberg.

Hummrich's research interests span migration studies, comparative education, youth studies, school cultures, inclusion and justice frameworks, and qualitative research methods. She employs reconstructive approaches to analyze how schools navigate transnational challenges within different educational political contexts, with particular attention to symbolic orders of educational interactions.

Her extensive publication record shows strong thematic continuity in examining migration, transnationalization, and inclusion in educational settings. Recent work increasingly focuses on transnational educational spaces, the possibilities and limitations of inclusion, and critical analyses of discrimination in educational systems. Her research often employs comparative German-US perspectives to highlight contextual differences in how schools address diversity.

• Jacobs Summer Research Group Scholarship (2008)
• Landesgraduiertenförderung Rheinland-Pfalz (2001)
• Preis für besonders begabte Nachwuchswissenschaftlerinnen (2001)

Hummrich serves on editorial boards for prominent journals including Schule und Gesellschaft (Springer VS), Studien zur Kindheits- und Jugendforschung (Springer VS), and Grundrisse Erziehungswissenschaft. Her methodological expertise in qualitative approaches, particularly objective hermeneutics, informs her research on school development processes, transnational educational spaces, and youth subjectification in contexts of globalization and digitalization.