Suchergebnisse

This article examines changes in the status of women migrants, educated and noneducated, to various urban centers in one Nigerian ethnic group. The migrants are examined in contrast to women who remained residents in the rural home community. The major focus is on male‐female relations in the household. Findings indicate an erosion of the private status or domestic power of educated urban women, living in monogamous, nuclear family households.

The Nordic welfare state has been associated with certain ideas of citizenship, the highlights of which are equal rights, social mobility, democracy, and participation. To better understand how these ideas are interpreted in the educational system, this chapter compares school principals' prioritization of the aims of civic and citizenship education in four Nordic countries as they are expressed in IEA's International Civic and Citizenship Education Study (ICCS). We discuss our findings in relation to the Nordic model of education, meaning the governance of education epitomizing the Nordic welfare state. When comparing data from the survey of school principals in ICCS 2009 with ICCS 2016, we find a consistent prioritization of promoting students' critical thinking, while items concerning democratic participation are the lowest priority.While these results are similar to the international sample, the Nordic principals' support for promoting critical thinking is consistently stronger. In the Nordic welfare state, a shift toward neoliberal policies is seen as an adaption to economic challenges with an emphasis on development of human capital through knowledge, skills, and abilities. However, as critical thinking represents such abilities, this may also be seen as a prerequisite for social critique and political mobilization. We review these possibilities as representations of a break in or a continuation of the traditional ideas of citizenship associated with the Nordic welfare state. We conclude that, for Nordic principals, critical thinking may align with the recent international emphasis on competence while also relating to the concept of Bildung, an 18th-century emancipation ideal with deep roots in the Nordic model of education. ; publishedVersion

Civil Society, Social Change and a New Popular Education in Russia is a detailed account of contemporary issues that draws upon recent survey research conducted by the Institute of Sociology, Russian Academy of Sciences, as well as from secondary published work in both Russian and English. The book explores how social change and developments in civil society are occurring in Russia and the role played by a new popular education. The right to lifelong learning is guaranteed by the Russian state, as it was by the Soviet Union, where formal education, based on communist ideology, emphasised the needs of the state over those of individuals. In practice a wide range of educational needs, many of which relate to coping with changing economic, social and technological circumstances, are being met by non-governmental providers, including commercial companies, self-help groups, and community and neighbourhood clubs. This book discusses how this new popular education is both an example of developing civil society and stimulates its further development. However, as the book points out, it is also part of a growing educational divide, where motivated, articulate people take advantage of new opportunities, while disadvantaged groups such as the unemployed and the rural poor continue to be excluded.

Forschungs- und Diskussionsstand zu Partizipation von Kindern und Jugendlichen -- Methodologie und methodisches Vorgehen -- Ausprägungen und Bedingungen von Partizipation – quantitative Ergebnisse -- Konstitutionsmomente von Partizipation – qualitative Ergebnisse -- Zusammenfassung und Diskussion. .

UID/HIS/04209/2013 ; The National Education Board (JEN – Junta de Educação Nacional) was created in 1929 during the Military Dictatorship. The purpose of this organization, much favoured by some sectors of Portuguese academiaf and intellectual elite, was the renewal of scientific, pedagogical and national economic policies. Following the example of similar international institutions, such as the Junta para Ampliación de Estudios e Investigaciones Científicas (JAE) of Spain, JEN put in place a set of articulated practices – scholarships at home and abroad, the funding of research centres and the organization of cultural expansion services – targeting the scientific updating and a greater dissemination of Portuguese culture internationally. ; authorsversion ; published