Who gets to call themselves German? A passport holder? Someone born here? Someone who speaks the language fluently? Or is it something more personal — something we define for ourselves?
As part of the “Diversity” project week at the Georg-Werth-Schule in Berlin-Friedrichshain, our team led two 90-minute workshops with 9th graders exploring migration and identity. Around 25 students per session engaged in a discussion that quickly revealed how layered — and at times emotional — the question of “being German” (Deutschsein) can be.
Around 30% of people in Germany have a so-called “migration background”; among those under 20, it is closer to 40%. The classes reflected this reality. Students with different family histories, languages, legal status, and lived experiences shaped the conversation in meaningful ways.
Between Passports and Potatoes
We asked students to write down words they associate with being German. Some named formal criteria: German passport, being born here, citizenship. Others pointed to stereotypes or cultural markers: potatoes, blond hair and blue eyes. And some referenced history — including Hitler and Nazi.
When one student with a migration background wrote “Nazi,” another strongly objected, interpreting it as a generalization about all Germans. The discussion became somewhat tense. Together with the teacher, we unpacked the reaction. Recognizing Nazism as part of German history does not mean labeling all Germans as Nazis — but it does acknowledge a past (and present) that continues to shape society, especially now with rising right-wing sentiment. We also discussed how such topics can feel different depending on one’s background, and the responsibility of those less directly affected by discrimination to stand up against exclusion and extremist narratives.
Identity Is Not Dictated — It Is Negotiated
After watching a Migration Matters video and engaging in activities and small-group discussions, three answers emerged most frequently as essential to being German:
- having a German passport,
- living in Germany, and
- feeling German.
That last point became central. We emphasized that identity is not fixed — and that students themselves are part of shaping what “German” means today and in the future. Instead of searching for one definitive answer, we encouraged them to see identity as evolving and negotiated — and as something they have the agency to define for themselves.
The Most Impactful Moment: A Personal Story
One of the most powerful parts of both workshops came when students read a short article about their teacher, who is Tunisian-German. Afterward, she shared her own reflections on identity and belonging.
Through this activity, the atmosphere shifted. Students asked thoughtful questions and listened closely. Hearing her lived experience — how she understands herself and how others sometimes perceive her — made the discussion tangible. In both sessions, this moment resonated most deeply.
The goal of the workshops was not to settle the question of “Who gets to be German?” once and for all. It was to open space for reflection — and to empower young people to recognize that belonging is something negotiated within society, not simply handed down. At a time when debates about migration and national identity are increasingly polarized, classrooms can become powerful spaces for dialogue.
Migration Matters offers interactive school workshops on migration, diversity, identity, and belonging. We also provide educational media and ready-to-use lesson plans for teachers. If you’re interested in organizing a workshop at your school, reach out to us at team@migrationmatters.me and include “school workshop” in the subject line.
Thank you to the Deutsche Postcode Lotterie for supporting our educational work in Germany.