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Host Nation Studies
Elementary and middle schools for children of most US military personnel provide an exceptional curricular component: A subject called Host Nation Studies is integrated in the daily schedule, teaching American children the culture and language of their current host country. The subject is unique for its early implementation as soon as 1946 when the fi rst US schools opened in Germany. And still today, native teachers provide cultural and intercultural opportunities to US elementary students all over the world. This dissertation focuses on the subject's conception and organization and the intercultural endeavours of US schools in Germany in two ways: First, historical research based on bibliographic resources regarding the school's history looks at the development of the program 1946 to 1970. A second perspective is given by a questionnaire survey, which asks Host Nation and American teachers about the current language and culture program within US schools in Germany --
It's How You Flip It
The cultural practices of hip-hop have been among people's favorite forms of popular culture for decades. Due to this popularity, rap, breaking, graffiti, beatboxing and other practices have entered the field of education. At the intersection of hip-hop and music education, scholars, artists, and educators cooperate in this volume to investigate topics such as representations of gangsta rap in school textbooks, the possibilities and limits of working with hip-hop in an intersectional critical music pedagogy context, and the reflection of hip-hop artists on their work in music education institutions. In addition, the contributors provide ideas for how research and theory can be transferred and applied to music educational practice.
Possibilities and Limitations of Religion-Related Dialogue in Schools in Europe
Preparing pupils to engage with religious and cultural heterogeneity is increasingly seen as a key task for school education. This book presents research on religion-related dialogue in European schools and addresses the complex intersection of various factors supporting or hindering it. The volume offers findings of the international research project ‘Religion and Dialogue in modern societies’ (ReDi). The chapters present analyses of school case studies in five European cities London (England), Hamburg and Duisburg (Germany), Stockholm (Sweden), and Stavanger (Norway), to empirically answer the question: What are possibilities and limitations of religion-related dialogue in schools? Possibilities and Limitations of Religion-Related Dialogue in Schools in Europe will be a key resource for practioners and researchers of religious education, education studies, educational research, religious studies, and sociology. It was originally published as a special issue of the Religion & Education.
Current Catalog
First multi-year cumulation covers six years: 1965-70.
Science Under Socialism
An international cast of contributors (Americans, former East Germans, and former West Germans) take the reader on a journey from the view of science policymakers, to the construction of "socialist" institutions for science, to the role of espionage in technology transfer, to the social and political context of the chemical industry, engineers, nuclear power, biology, computers, and finally the career trajectories of scientists through the vicissitudes of twentieth-century German history."--BOOK JACKET.
The Politics of Authenticity and Populist Discourses
This edited volume breaks new ground and opens up new perspectives by capturing the role played by claims to authenticity in populist discourses in Brazil, India and Ukraine. By conceiving of both triumphant populism and increasing demands for authenticity as expressions of crisis, the volume seeks to satisfy the need to take a closer look at yearnings for orientation in a globalised world that is often associated with rapid social change and the disappearance of old certainties. Starting from the assumption that media play a crucial role for populist discourses of authenticity, the volume moves beyond conventional and social media by expanding its focus to media in formal education, notably school textbooks and curricula. These two particular media formats lastingly shape younger generations and thus the future. The proposed volume adopts global perspectives from three postcolonial countries that are often beyond the scope of studies dealing with populist discourses and media entanglements – insights that contribute new aspects to international scholarly debates.
The Praxis of Diversity
This edited collection brings together experts from various disciplines to engage critically with diversity theory, diversity politics, and their practical application. Accordingly, the volume provides a provocative discursive space, where the key theoretical as well as practical problems of diversity in business, institutions and culture can speak to each other and can be assessed. The aim is to bridge the gap between two relatively distinct discourses: the discourse on practical applications of diversity concepts and the discourse on theoretical approaches to diversity. This selection of articles delivers the first step towards achieving this goal. Approaching diversity from a business perspective, the chapters discuss its ramifications on democratic institutions and theory, as well as point to its relevance in didactic and educational settings.
Theory of the History Classroom
This volume proposes a theory of history education in formal classroom settings. Specifically, it aims to outline how the particular setting of the classroom interacts with domain-specific processes of historical thinking. The theory rests on the notion that formal school education is a communicative and social system, while historical thinking occurs in the psychological system of a person's historical consciousness. In the complex interaction of these systems, historical thinking, emotions, communication, media and language are of particular importance. Drawing upon educational theory as well as the theory of history, this theory of the history classroom provides a framework as well as a solid foundation for future empirical research, both for developing research questions as well as for interpreting findings.
Fachkulturen als Ordnungen der Geschlechter
Nach wie vor ist die Frage nach Gleichstellung der Geschlechter auch in Bildung und Wissenschaft ein ungelöstes Problem: 2014 waren 22% der Professuren in Deutschland mit Frauen besetzt. Mit welchen langfristigen Strategien und Herangehensweisen kann dieses Problem bewältigt werden? Die Autorinnen greifen die akademische Lehre als einen wichtigen Bereich heraus. Anhand theoretischer und empirischer Analysen wird aufgezeigt, wie Doing-Gender-Prozesse in der Lehre maßgeblich durch die Fachkulturen mitbestimmt werden.
