Discrimination in Education Financing
In: The review of black political economy: analyzing policy prescriptions designed to reduce inequalities, Band 32, Heft 3-4, S. 17-27
ISSN: 1936-4814
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In: The review of black political economy: analyzing policy prescriptions designed to reduce inequalities, Band 32, Heft 3-4, S. 17-27
ISSN: 1936-4814
In: Oxford review of economic policy, Band 20, Heft 2, S. 264-283
ISSN: 1460-2121
In: Oxford review of economic policy, Band 20, Heft 2, S. 157-172
ISSN: 1460-2121
In: Oxford review of economic policy, Band 20, Heft 2, S. 173-197
ISSN: 1460-2121
In: Public performance & management review, Band 28, Heft 2, S. 275-280
ISSN: 1530-9576
In: Annual review of political science, Band 7, S. 71-90
ISSN: 1094-2939
In: The University in the Global Age, S. 142-163
In: Oxford review of economic policy, Band 20, Heft 2, S. 264-283
ISSN: 0266-903X
In: Oxford review of economic policy, Band 20, Heft 2, S. 173-197
ISSN: 0266-903X
In: Journal of development economics, Band 74, Heft 1, S. 53-85
ISSN: 0304-3878
In: Forum for development studies: journal of Norwegian Institute of International Affairs and Norwegian Association for Development, Band 30, Heft 1, S. 120-127
ISSN: 1891-1765
In: Economic affairs: journal of the Institute of Economic Affairs, Band 23, Heft 2, S. 53-53
ISSN: 1468-0270
In: New economy, Band 10, Heft 1, S. 10-15
In: Young: Nordic journal of youth research, Band 11, Heft 1, S. 49-73
ISSN: 1741-3222
In this article educational challenges and developments are analysed from a youth studies perspective. Youth research is engaged in understanding the links between societal change and youth responses with a focus on the relation between social integration and individualization. The article shows how a new analysis of the relation between youth, modernization and competence might influence both the general understanding of youth understanding and educational developmental perspectives. In modern society, the period of youth is changing from being a transition to a highly valued period in its own right. In this way, youth life functions as a reserved situation of fragmented contextualization of modern development. This change questions the traditional educational perspective and underlines the new challenge of developing general competence for modern life. In this situation, conversely, young people should not learn to be adults but to be youth.