Chaïmae (19) explains why she was rejected and that explains a lot.

A Mandatory Internship as an Obstacle

In many teacher training programs, a school internship is a central component of the curriculum. It serves to connect theoretical knowledge with practical experience, to become familiar with teaching situations, and to develop pedagogical skills. For Chaïmae, who began her training with the goal of becoming a teacher herself, this very step turned into an unexpected burden.

According to her own account, she applied to several schools in her region but repeatedly received rejections. The reasons given varied: sometimes they referred to internal school rules, sometimes to the requirement of neutrality, and sometimes there was no concrete explanation at all. The result, however, was always the same – no internship placement.

Neutrality in Education: An Inconsistent Picture

A central aspect of the debate is the understanding of neutrality in the school context. In some regions, there are no uniform nationwide regulations regarding whether and to what extent teachers or student teachers may wear visible religious symbols. Instead, individual school authorities or principals decide based on their own guidelines.

Proponents of a strict understanding of neutrality argue that schools must be ideologically neutral spaces to treat all students equally and avoid undue influence. Visible religious symbols would contradict this principle, especially when worn by teachers.

Critics of this view, however, counter that neutrality is not synonymous with invisibility. A teacher wearing a headscarf, cross, or kippah can teach just as professionally and impartially as any other. What matters is pedagogical practice, not outward appearance.

Personal Identity versus Institutional Rules