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This book uses international and interdisciplinary approaches to
the comparative study of education in its political, sociological,
and economic contexts. Major topics include critical theory,
hegemony, postmodernism, oppression, disabilities, emancipation,
corporatism, meritocracy, democracy, socialization, reproduction,
pluralism, inequality, social analysis, postindustrialism,
predatory culture, pragmatism, and 'subversion'. Educators from the
US, UK, Canada, Netherlands, FRG, Israel, and Sweden survey the
current educational scene in the US and Western Europe, major
policy debates, and possible solutions for current public policy
dilemmas.
This text sets out to challenge the reader by posing the question:
can we learn from history? More particularly, can we learn from
social history and the effects on people living today after
National Socialism - the German form of fascism?; Of crucial
significance, the authors show how social education in all areas of
national socialist society operated and how it functioned in terms
of an interest in political formation and social discipline. What
is clear is an attempt at complete social control, an unceasing
incorporation of the whole lives of all people. At the centre of
all these practices stood a process that was meant to lead to a
particular formation of identity and ideology. The success of
National Socialism in achieving its objectives must today cause us
to investigate the relationship between identity and formation,
political culture and pedagogic activity.
This book is published during a phase of crisis and transformation
for the automobile industry across the world; this crisis is
particularly acute in Europe and the United States. The book is
written especially for the non-specialist with more than a passing
interest in the sector, such as experts of other sectors, trade
unionists, representatives of the corporate world, policymakers and
public managers who deal with industry, commerce and public
planning. The authors provide up-to-date information and
assessments of what is actually taking place, with particular
attention paid to the sub-supply companies. The main focus lies on
four European countries, Germany, Spain, Sweden and Italy, each of
which is significant for its different experiences. Finally, three
important non-European situations, the United States, Brazil and
Japan, are examined.
We are living in a time of resurgent global conflicts and
imperialistic tensions a time in which many children are being left
behind by school systems that appear more concerned with developing
accountability schemes and standardized models of testing than with
defending the right of every child to have access to a good
education. The efforts of countless teachers, activists, and
families working and living in poor areas around the world are
labeled as failures, entirely discredited on the basis of their
expendability in relation to capital gains, or simply ignored. In
response to these oppressive and challenging conditions, this
book's contributors a group of committed educators and activists
working in an ethos of solidarity across geopolitical and
geographical borders have advanced arguments and strategies that
link educational transformation to the larger struggle to transform
oppressive social relations. In a clear attempt to move beyond both
nostalgia and romanticism, Critical Theories, Radical Pedagogies,
and Global Conflicts draws from a range of viewpoints-conceptual
and thematic, transnational and crosscultural, First World and
Third World to articulate new directions for teachers and activists
working to demonstrate that another education, and indeed, another
world, is possible."
This text sets out to challenge the reader by posing the question:
can we learn from history? More particularly, can we learn from
social history and the effects on people living today after
National Socialism - the German form of fascism?; Of crucial
significance, the authors show how social education in all areas of
national socialist society operated and how it functioned in terms
of an interest in political formation and social discipline. What
is clear is an attempt at complete social control, an unceasing
incorporation of the whole lives of all people. At the centre of
all these practices stood a process that was meant to lead to a
particular formation of identity and ideology. The success of
National Socialism in achieving its objectives must today cause us
to investigate the relationship between identity and formation,
political culture and pedagogic activity.
This book uses international and interdisciplinary approaches to
the comparative study of education in its political, sociological,
and economic contexts. Major topics include critical theory,
hegemony, postmodernism, oppression, disabilities, emancipation,
corporatism, meritocracy, democracy, socialization, reproduction,
pluralism, inequality, social analysis, postindustrialism,
predatory culture, pragmatism, and 'subversion'. Educators from the
US, UK, Canada, Netherlands, FRG, Israel, and Sweden survey the
current educational scene in the US and Western Europe, major
policy debates, and possible solutions for current public policy
dilemmas.
In der Studie Bildungsbiographie und elementarpadagogische
Bildungsarbeit wird der Frage nachgegangen, inwieweit die
persoenliche Bildungserfahrung elementarpadagogischer
Mitarbeiterinnen ihre berufliche Tatigkeit beeinflusst. Dabei geht
es insbesondere um die Verwirklichung des elementarpadagogischen
Bildungsauftrags. Auf der Basis von 16 Experteninterviews wurde ein
Interviewleitfaden fur die anschliessende Befragung
elementarpadagogischer Mitarbeiterinnen erstellt. Die 24
problemzentrierten Interviews wurden dann hinsichtlich Erfahrungen
in den Herkunftsfamilien, Schulerfahrungen, beruflicher Laufbahnen
und aktuellem Fortbildungsverhalten ausgewertet. Daruber hinaus
wurden die persoenlichen Auffassungen zum Themenkomplex Bildung
behandelt. Die Auswertung der Untersuchungsergebnisse mundet in
eine Typologie zum Bildungshabitus elementarpadagogischer
Mitarbeiterinnen.
Die Beitrage dieses Bandes fragen im Kontext
gesellschaftsanalytischer und gesellschaftspolitischer Analysen
nach den Voraussetzungen und Perspektiven Sozialer Arbeit in
heutigen gesellschaftlichen Konflikten und Kampfen. Soziale Arbeit
ist in diese Konflikte und Kampfe eingebunden, da sie in besonderer
Weise mit dem Verhaltnis von Arbeitsindividuum und Gesellschaft,
Prozessen von Gesellschaftsintegration wie auch
"Normalisierungsstrategien" befasst ist. Diese Auseinandersetzungen
werden in den historischen und systematischen UEberlegungen
aufgegriffen mit dem Ziel, Positionsbestimmungen und Perspektiven
fur eine widerstandig orientierte Soziale Arbeit, die an der
Etablierung einer demokratischen Gesellschaft mitarbeitet, zu
entwickeln.
The dominant form of globalisation, i.e. financial globalisation,
is the biggest challenge for employees and their representations of
interest. If it remains largely unregulated, not only the natural
resources will be destroyed, but also social sustainability will be
prevented. The negative effects of this development are first of
all to be felt on the local and regional level. It is here,
therefore, where counter initiatives and strategies have to start.
The quality of life and working-life has not necessarily increased
through globalisation and the New Economy, though the possibilities
of improved communication via email and Internet were positively
acknowledged. The biggest challenge is the increasing inequality on
a global scale, which is produced so far by the New Economy. As
education contributes to enlarge this gap, it has to be adapted to
the new social needs to overcome this polarisation. The ongoing
development must be reversed: Real needs demand more spending for
public than for private consumption. Intermediate organisations can
play a positive role in this process.
Angesichts der gegenwartigen Debatte in der Sozialen Arbeit um
Qualitat und Effizienz der angebotenen Hilfen gewinnt der
Produzentenstatus der Nutzer zunehmend an Bedeutung. Die Studie
thematisiert aus dienstleistungstheoretischer Perspektive den
Nutzen und Nichtnutzen Sozialer Arbeit am exemplarischen Feld der
Wohnungslosenhilfe. Dabei richtet sich der Fokus zum einen auf die
Identifikation nutzenfoerdernder sowie nutzenlimitierender Faktoren
bei der Erbringung sozialer Dienstleistungen. Zum anderen geht es
um eine Typisierung des Nutzungsverhaltens.
Given the catastrophic history of the 'short 20th century'
(Hobsbawm), the crucial question facing the new millennium-all over
the world-is that of the future social as well as political
development. At the centre of our engagement with this question
should lie reflections on participatory forms of democratisation in
as many societies around the globe as possible, so as to make
globalisation more than simply an economic theme. Such reflections
- as the contributions in this book show - from this perspective
would also examine the possible ways in which relations might be
constituted within political socialisation, participation and
education. These concepts are in turn to be explored in the
substantive discussions of 'democracy' and 'democratisation' in
relation to individuals as well as political systems. If
educational policy is social policy, if a democratic society
demands citizens who are educated and thus capable of political
action, the themes 'Political Education' and 'Political
Socialisation' need to be addressed anew, and this is equally
important for a rethinking of the future of the 'political' more
generally. The contributions to the book contribute to a
challenging debate.
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