Suchergebnisse

""Einleitung""; ""I. Hochschulreform in Bayern und Hessen 1957-1967""; ""II. "Wartet nicht auf VerÃ?nderungen an der Uni, sondern macht sie selbst!"" Studentenrevolte und Hochschulreform 1967-1969""; ""III. "68"" annehmen oder ablehnen? Die gesellschaftlichen Reaktionen auf die studentischen Forderungen""; ""IV. Hochschulreform in Bayern und Hessen 1968-1976""; ""Epilog""

I Am, We Are Somebodies: An Introduction to the Idea of Dignity -- PART 1. IMAGINING AND ORGANIZING DIGNITY-AFFIRMING SCHOOLS AND EDUCATIONAL PROGRAMS. The Radical Affirmation of Dignity: Septima Clark, Ella Baker, and Educating the Stigmatized -- Contradictions and the Dignity of Resistance: Truth and Reckoning at a Social Justice School -- Breathing Dignity into a Community College Success Course -- PART 2. DIGNITY-AFFIRMING EXPERIENCES. You're Gonna Get Respected, Listened To, and Your Opinion Will Be Respected: Dignity Affirmation in the Clemente Course in the Humanities -- Power Lifting: Being Somebody, Becoming Significant -- Teachers Don't Like Me Because You Have to Earn My Respect: Deference and Dignity in the Classroom -- The Protests Made Me Feel So Proud of Us: Racial Literacies and Bearing Witness to the Movement for Black Lives -- Subverting Invisibility: Connectivity as Dignity-Affirming Pedagogy -- PART 3. DIGNITY-AFFIRMING SOCIAL AND EDUCATION POLICY. Threaten to Close? Alternative Schools of Dignity, Recognition, and Transformation Under Constant Neoliberal Assault -- It's Powerful. There's Nothing Punitive About It; You're Just Listening: Restorative Justice as a Dignity-Affirming Practice -- Taking Pride in Our Languages, Taking Pride in Ourselves: Dual Language Education as Dignity-Affirming Spaces for Latinx Communities -- Conclusion: Centering Dignity.

published_or_final_version ; Public Administration ; Master ; Master of Public Administration

This paper illustrates, why socio-political, respectively public perceptions of environmental problems are important, to what extent media information and educational inputs are strategy factors, and in which way interdisciplinary and intergovernmental networking is needed. On the whole, 'corporate governance' is regarded as an important future-oriented concept to interrelate environmental knowledge, public awareness and political decision making in the EU. (DIPF/Orig.)

A name is not merely a personal identifier but an object over which state and corporate bodies regard themselves
as having the right of control. In the modern state, ideologies of citizenship, ethnocentrism, colonialism, have long entailed
the manipulation of personal names. The married change-name is, among other things, a psychological act, an imprinting
by society on the (bride-bridegroom) initiate's consciousness. A newly-coined married name encodes new
information about the man or woman. It connotes primarily that a new social relationship has occurred. A new name is
a symbol of allegiance to a new person, a new nexus of relations, a starting-over. Fufu
bessei is the practice
in Japan of the retention of former surnames after marriage. Retention of the surname is a ruptus in traditional
symbolic reference, a social and psychological discontinuity. A review of global practice regarding post-marriage naming
reveals no uniformity but rather variation. At the same time, there appears to be many possible reasons why an individual
decides to change or not to change. Marriage name-change/name-retention thus comprise an ideological speech-act: a
linguistic expression of a form of consciousness which sustains and legitimates a state of affairs or which, conversely,
indicates rejection of particular practices and institutions.

This correlation study investigates the relationships between prospective teachers multicultural education attitude and classroom management styles. The participants were 495 prospective teachers majoring in different departments of education faculties at two state universities in Turkey. Democracy and Multicultural Education Attitude Scale and Classroom Management Style Scale were used as data collection tools. Correlation and regression analyses were performed for data analysis by using SPSS 23.0 software. The results of descriptive analyses showed that most of the participants adopted authoritative style in terms of classroom management. Also, they had positive attitudes towards multicultural and democracy education. According to correlation analysis, there were significant relationships between the variables. Specifically, authoritative style was a powerful predictor of the attitude towards democracy and multicultural education. The prospective teachers with more authoritarian and indifferent styles had more biases towards multicultural education. Moreover, it is estimated that discussion and educational implications will shed light on teacher education.

AbstractThe debate on whether Mexican immigrants are positively or negatively selected on education has been limited by studying immigrants in data collected only from the sending or the destination country. Using nationally representative data from Mexico that tracked migrants to the United States prospectively, we examine the education selectivity of Mexicans who immigrated to the United States from 2002 to 2005. We find that using reports of migration by remaining household members and proxy substitution of migration education underestimates migrant selectivity. Migrant men and women were positively selected within households and rural municipalities of origin but negatively selected from the national educational distribution. Differences in selectivity by size of place, as well as when considering the local or national context, means that the answer of whether immigrants are positively or negatively selected on education depends on the context considered.

A growing literature in international relations concludes that democratic states pursue distinctive foreign policies. Specifically, democracies do not engage each other in war and only rarely engage each other in serious disputes short of war. Scholars have offered three basic explanations to support these findings. Each of the three invokes a different explanatory variable: norms, checks and balances, and trade. None of the three, however, provides a convincing explanation of the peace that is said to prevail between democratic polities: the distinction between norms and interests is unclear; substitutes for checks and balances exists in nondemocracies; and trade can deter conflict only under restrictive conditions.

It has often been noted that liberal democracies are facing a serious political crisis. A common reaction to this situation is to call for more comprehensive or more effective liberal democratic education. This volume discusses some of the most important challenges to and critiques of the paradigm of liberal democratic education. In doing so, it offers novel insights into how liberal democratic education can be amended, extended or qualified to address the special challenges of the current political moment

"In the second half of the nineteenth century, middle-class liberal reformers attempted to ameliorate class tensions, prepare the working classes for citizenship, and improve British industry by reforming working-class secondary and adult education. One feature of their movement was the promotion of working-class travel in Europe and the Empire. In Education, Travel and the 'Civilisation' of the Victorian Working Classes, Michele Strong considers the experiences of working men and women, particularly artisans, but also young apprentices and clerks, who travelled abroad as participants in this reform movement, focusing particularly on the ways in which four overlapping institutions during the Victorian era drew workers into international travel: Thomas Cook and Son (a travel agency); The Working Men's Club and Institute Union (a national organization of clubs intended for rational recreation and cross-class interaction); the Society for the Encouragement of Arts, Commerce, and Manufacturers (a quasi-governmental organization); and the London Regent Street Polytechnic (a social and educational institute for young wage earners). Canvassing a broad array of working class and middle class voices culled from diaries, letters, autobiographies, and published reports, Strong argues that working-class educational travel became a battleground for competing notions of citizenship, class, gender, and national identities."--

Purpose
This paper aims to discuss how the theory of complex thinking can be considered an interesting element in engineering education, especially in the context in which challenges toward sustainable development are multidisciplinary.


Design/methodology/approach
This viewpoint synthesizes the main reflections and discussions generated during a process of debate, research and creation of a proposal for an undergraduate engineering course at a higher education institution in Brazil. The literature on engineering education, sustainability and complexity was considered in an integrated way. Debates were conducted considering the authors' knowledge and experience as professors of engineering courses and researchers in the field of sustainability. A qualitative and reflexive approach was used to organize the main discussions.


Findings
The prevailing classical engineering paradigm trains professionals to think from a Cartesian, reductionist perspective, appropriate for solving well-structured problems with known solution paths and convergent answers. However, addressing sustainability challenges requires a different kind of thinking capable of dealing with situations characterized by uncertainty, emergence and incompleteness of knowledge. Complexity thinking can be useful for this purpose as it provides a broad system approach to deal with ill-defined, ill-structured and unpredictable problems. This study can be understood as a call to researchers and professionals to consider the value and importance of complexity thinking to advance engineering education for sustainability.


Originality/value
The need to overcome the limits of the classical engineering paradigm is emphasized in the context of sustainability. Complex thinking is considered as a path toward a paradigm shift in engineering education for sustainability. It can contribute to the training of professionals to face pressing challenges now and in the future. This viewpoint provides some insights to enhance debates on education engineering.