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Gender and Germanness
Cultural Studies have been preoccupied with questions of national identity and cultural representations. At the same time, feminist studies have insisted upon the entanglement of gender with issues of nation, class, and ethnicity. Developments in the wake of German unification demand a reassessment of the nexus of gender, Germanness and nationhood. The contributors to this volume pursue these strands of the cultural debate in German history, literature, visual arts, and language over a period of three hundred years in sections devoted to History and the Canon, Visual Culture, Germany and Her "Others," and Language and Power. Contributors: L. Adelson, A. Taylor Allen, K. Bauer, R. Berman, B. Byg, M. Denman, E. Frederiksen, S. Friedrichsmeyer, E. Kaufmann, L. Koepnick, B. Kosta, S. Lefko, A. M.O'Sickey, B. Mennel, H. M. Müller, B. Peterson, L. Pusch, D. Sweet, H. Watt, S. Zantop.
The Diversity of Social Pedagogy in Europe
Situated at the intersection between social work and education, social pedagogy is an original and dynamic academic and professional tradition. It can be found across most European countries and shows great variety, being closely connected to specific national - and sometimes even regional cultures and structures. Yet despite this diversity, social pedagogy also has many common features, cross-nationally. The aim of the book is to illustrate this diversity via a selection of case studies from Denmark, France, Germany, Poland and Sweden. Although social pedagogy is, in many countries, a profession that represents a sizeable workforce, very little has been written about it from a European pers...
The Transatlantic Kindergarten
The kindergarten, which offered an innovative approach to early childhood education, was invented in the German-speaking world and arrived in the United States along with German political exiles in the 1850s. In both the United States and Germany, activist women worked to develop and promote this new form of education. Over the course of three generations they created one of the most successful transnational women's movements of the nineteenth century. In this work, Ann Taylor Allen presents a transnational history of the kindergarten as it developed in both Germany and America between 1840 and 1919.
The Politics of German Child Welfare from the Empire to the Federal Republic
Edward Dickinson traces the story of German child welfare policy over an extended period of conflict and compromise among competing groups-progressive social reformers, conservative Protestants, Catholics, Social Democrats, feminists, medical men, jurists, and welfare recipients themselves.
The Politics of Fertility in Twentieth-Century Berlin
How a declining population influenced reproductive and sexual health policy in Germany.
Day Nurseries & Childcare in Europe, 1800–1939
This book traces the birth and evolution of the crèche in France, England, Germany, Russia and Italy from the mid-nineteenth century to the eve of the Second World War, in an attempt to understand from a transnational viewpoint the history of an institution for very young children that was very different from what we know today. These institutions had the two-fold goal of combatting the two phenomena that had for centuries characterised the history of infancy – infant mortality and the abandonment of babies. Drawing on a wealth of printed sources and in the light of the most recent and authoritative historical investigations, Dorena Caroli discusses the origins of the first crèche, estab...
Making Security Social
Traces the preoccupation of the modern state with the risks and insecurities generated by industrial society
Kindheit und Familie
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Non-affirmative Theory of Education and Bildung
Interpreting the modern heritage of ‘Bildung’ in connection to education theory, this open access volume explores non-affirmative theory of education and ‘Bildung’ as a language of education for the 21st century. In this ‘Bildung’-centered view of education, discerning thought on knowledge and values are critical objectives of education. To promote these aims, education practice must recognize but not affirm existing conditions or future ideals but instead pedagogically summon the student to self-directed critical treatment of the contents. Drawing on contemporary developments of modern education theory, especially as developed by Dietrich Benner in Berlin, the volume highlight h...
Being poor in modern Europe
Edited papers from an international conference at the University of Trier, 2003.
