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Women's Empowerment for a Sustainable Future
This edited volume focuses on women’s empowerment for a sustainable future. It takes cultural and transcultural and positive psychology perspectives into consideration and explores the topic of women’s empowerment from diverse stances, across social strata, cultural divides as well as economic and political divisions. It addresses the critique of the overly Western focus of positive psychology on this topic by adopting a transnational and transcultural lens, and by taking non-WEIRD (Western, Educated, Industrialized, Rich, Democratic) samples into in-depth consideration. The chapters therefore focus on women from diverse socio-cultural, political, socio-economic backgrounds and discuss t...
Enhancing the Value of Teacher Education Research
This book invites us to critically reflect on the value of research in, on and for teacher education. It explores the nature and role of teacher education research and identifies ways to enhance its value for policy and practice. It gathers together studies that deploy a wide range of methodologies, including small-scale practitioner-focused research and large-scale empirical studies, considering the value of both approaches for the development of teacher education research that is meaningful for practice, but also valid and relevant for policy. The studies collected in this book were undertaken in different countries and put forward powerful messages for teacher education research in the 21...
Affective Learning for Contemporary Education
This book dissects the relationship between the disciplines of Psychology and Education Studies to provide a new and critical perspective on the usefulness of psychological research and theory for educational purposes. Assuming that affective states form an important part of how humans relate to their environment, this book posits that the currently dominant cognitive approach to the field of psychology is unable to account sufficiently for this experiential reality of human life. Providing a philosophical investigation of this disparity, chapters offer an in-depth discussion of affective states for transformative learning, chart the journey of Psychology as an independent academic disciplin...
Education in Europe
This key text offers a detailed exploration of the wide range of theoretical approaches to theory, practice and research in Europe and how these can illuminate our understanding of contemporary education systems. Contributors working or living in countries across the continent offer their insights into different histories and contemporary problems, with each chapter exploring key themes and concepts to provoke critical thinking and discussion. Key areas and debates examined include: Educational poverty Perspectives on democracy and citizenship Theorising education and educational research Epistemic injustice in the curriculum Educational provision and ethos Drawing on these wide-ranging themes across a number of national contexts to provoke critical thinking and reflection, each chapter also includes discussion points and further reading. This book is most suitable for students working towards their BA or MA in Education Studies or other education-related courses. It also offers a worthwhile resource for lectures and researchers engaged in the topic of international education.
Approaching East-Central Europe over the Centuries
During the 1970s the todays Austrian Federal Ministry of Education, Science and Research (Bundesministerium für Bildung, Wissenschaft und Forschung, BMBWF) supported the founding of the Center for Austrian Studies at the University of Minnesota in Minneapolis and the Austrian Chair at Stanford University in California. These foundings were the initial incentives for the world wide 'spreading' of similar institutions; currently nine Centers for Austrian and Central European Studies exist in seven states on three continents. The funding of the Ministry enables to connect senior with young scholars, to help the latter, to participate and benefit from the scientific connection of the former, as the Austrian say, `to sniff the scientific air', and to get in touch with the respective national scientific community, to avoid prejudices, and to spread a better understanding and knowledge about Austria and Central Europe. This volume contains the annual reports (2016/2017) of the Center Director's and the presented papers of their PhDs, which discuss various topics on (East-)Central European History from various perspectives and in different centuries.
Vignette Research
This open access book introduces vignette research to new and experienced researchers by guiding them through its history, theory and underlying principles before delving into step-by-step practical guidance on how to do vignette research. Vignette research is an innovative qualitative, narrative and phenomenological research methodology that has gained international recognition, sparking interest from a wide range of individuals and institutions in global contexts. Vignettes are concise narratives, which capture human experiences in real life settings. They reveal surprising or intriguing facets and intangible moments. The experiential narratives resonate with readers and reduce the distance between the researcher and the researched. The ebook editions of this book are available open access under a CC-BY 4.0 licence on bloomsburycollections.com. Open access was funded by the Austrian Science Fund (FWF).
Fachdidaktik:en
Gibt es eine Fachdidaktik? Selbstverständlich. Aber gibt es eine Fachdidaktik? Im Sinne einer abgegrenzten akademischen Disziplin mit ihren ganz speziellen Zielsetzungen, Forschungsfeldern und Methoden? Oder sollte man besser von verschiedenen Fachdidaktiken reden, deren es prinzipiell so viele gibt wie (Schul-)Fächer? Das unentschiedene Schwanken zwischen Ein- und Mehrzahl kennzeichnet das Selbstverständnis einer Forschungsrichtung, von der bislang nicht geklärt ist, ob sie als Konglomerat unterschiedlicher Domänen mit dem gleichen Bezugswort im Namen zu gelten hat oder ob sie über einen identitätsstiftenden Kern verfügt. Die Fünfte Innsbrucker Tagung der Fachdidaktik, aus deren Beiträgen der vorliegende Sammelband hervorgegangen ist, hat sich zum Ziel gesetzt, über die Selbstvergewisserung >einer
Pädagogik - Phänomenologie
Dieser Band fragt nach Gemeinsamkeiten und Unterschieden zwischen Phänomenologie und Pädagogik in historischer, systematischer, praktischer und methodologischer Hinsicht. Er bietet eine strukturierte Zusammenstellung und Auswertung traditioneller und aktueller Ansätze im deutschsprachigen und internationalen Diskurs der phänomenologischen Erziehungswissenschaft. Das Verhältnis von Pädagogik und Phänomenologie wird in phänomenologischen Beschreibungen und Analysen pädagogischer Phänomene, in historischen und systematischen Untersuchungen, in Studien zum schulischen Lernen und Erziehen sowie zur phänomenologischen Forschungspraxis diskutiert und veranschaulicht.
