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.

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.