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As the largest national group of guest workers in Germany, the
Turks became a visible presence in local neighbourhoods and schools
and had diverse social, cultural, and religious needs. Focussing on
West Berlin, Sarah Thomsen Vierra explores the history of Turkish
immigrants and their children from the early days of their
participation in the post-war guest worker program to the formation
of multi-generational communities. Both German and Turkish sources
help to uncover how the first and second generations created spaces
of belonging for themselves within and alongside West German
society, while also highlighting the factors that influenced that
process, from individual agency and community dynamics to larger
institutional factors such as educational policy and city
renovation projects. By examining the significance of daily
interactions at the workplace, in the home, in the neighbourhood,
and in places of worship, we see that spatial belonging was
profoundly linked to local-level daily life and experiences.
As the largest national group of guest workers in Germany, the
Turks became a visible presence in local neighbourhoods and schools
and had diverse social, cultural, and religious needs. Focussing on
West Berlin, Sarah Thomsen Vierra explores the history of Turkish
immigrants and their children from the early days of their
participation in the post-war guest worker program to the formation
of multi-generational communities. Both German and Turkish sources
help to uncover how the first and second generations created spaces
of belonging for themselves within and alongside West German
society, while also highlighting the factors that influenced that
process, from individual agency and community dynamics to larger
institutional factors such as educational policy and city
renovation projects. By examining the significance of daily
interactions at the workplace, in the home, in the neighbourhood,
and in places of worship, we see that spatial belonging was
profoundly linked to local-level daily life and experiences.
Bildung und Lernen sind zentrale Grundbegriffe der
Erziehungswissenschaft, doch werden sie kaum
theoretisch-systematisch aufeinander bezogen, geschweige denn in
ihrem Wechselspiel empirisch untersucht. Der vorliegende Band
verbindet das Konzept transformativer Bildung mit anspruchsvoller
Lerntheorie und erarbeitet auf der Basis der praxeologischen
Wissenssoziologie, von Deweys Pragmatismus und Bourdieus
Praxistheorie eine eigene Perspektive auf Bildung und Lernen. Diese
steht in einem reflexiven Verhaltnis zur empirischen Rekonstruktion
von Bildungsphasen und -ressourcen sowie von Lernprozessen, die
anhand von rund funfzig narrativen Interviews erhoben wurden.
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