Suchergebnisse

Großstädte sind heute Labore eines harten gesellschaftlichen Strukturwandels. Sie sind zum Stadtumbau gezwungen, um sich im weltweiten ökonomischen Wettbewerb behaupten zu können. Sie versuchen ihre Zentren zu stärken, den öffentlichen Raum attraktiver zu gestalten und neue Formen des urbanen Wohnungsbaus zu entwickeln, um kreative Klassen anzulocken. In vielen Großstädten ist geradezu ein städtebaulicher Boom zu verzeichnen.Das vorliegende Buch des Schinkel-Zentrums für Architektur, Stadtforschung und Denkmalpflege der Technischen Universität Berlin stellt internationale Erfahrungen mit Stadtumbaustrategien von Barcelona bis Tokio exemplarisch zur Diskussion. (Barcelona, Birmingham/Manchester, Chicago, Genua, London, Lyon, Moskau, Paris, Prag, Rio de Janeiro, Tokio, Turin.)

THIS PAPER SUGGESTS THAT THE IDEA OF INTERNATIONAL CIVIL SOCIETY BEARS BOTH ANALYTICAL AND NORMATIVE PROMISES FOR INTERNATIONAL RELATIONS. IT OPENS WITH A DISCUSSION OF THE ATTRIBUTES OF CIVIL SOCIETY AND THE CENTRAL ROLE OF SOCIAL MOVEMENTS IN ITS GENESIS AND DEVELOPMENT. IT THEN EXPLORES THE INTERNATIONAL DIMENSIONS OF CIVIL SOCIETY, HIGHLIGHTING THE LIMITATIONS OF A DOMESTICALLY-BOUND APPROACH TO THE IDEA OF CIVIL SOCIETY. SOME OF THE NORMATIVE IMPLICATIONS OF A REVISED UNDERSTANDING OF INTERNATIONAL CIVIL SOCIETY ARE PUT FORWARD.

This study adopts a comparative perspective to present a descriptive analysis of the state of social pedagogy training at universities in different countries. It arises out of an interest to construct a global, current and integrated perspective of social pedagogy. The study uses a quantitative methodology to analyse the content of social pedagogy curricula based on the principal dimensions that shape them, which have been defined by academic experts in previous search (Janer & ucar, 2016). Findings The results indicate that in most of the universities analysed social pedagogy is a subject within other social and educational science studies rather than a degree or specialization in its own right. There is coherence between what the academic experts point out and the specific content of university studies in social pedagogy as regards the political, ethical and social dimension of the context and, regarding the varied scope of intervention and use of methodologies. However, the epistemological, professional, historical and functional dimensions have little presence in social pedagogy university studies. Applications The theoretical and practical field of social pedagogy is complex and subject to multiple and varied interpretations. This study contributes to the theoretical debate on the nature of social pedagogy. This analysis is relevant from both a scientific and a social perspective. It's necessary to working towards building a common and universal theoretical core for social pedagogy to achieve a transmission of knowledge regarding all of the analysed dimensions clearer and help unite its theoretical, educational and professional spheres.