Suchergebnisse

AbstractDemocracies and dictatorships have different incentives when it comes to choosing how much and by what means to homogenise the population, i.e., 'to build a nation'. We study and compare nation-building policies under the transition from dictatorship to democracy in a model where the type of government and borders of the country are endogenous. We find that the threat of democratisation provides the strongest incentive to homogenise. We focus upon a specific nation-building policy: mass primary education. We offer historical discussions of nation-building across time and space, and provide correlations for a large sample of countries over the 1925–2014 period.

The process of education and science intensive development in Russia at the end of the 17th - the beginning of the 18th centuries is completely related with the personality of Emperor Peter I (Great), who understood the grandiose importance of public education for Russia. The reforms of Peter I in the field of science and education became the most important foundation in the history of pedagogy and military affairs development in Russia, as well as in the history of the Russian state national security strengthening. The result of Peter I reforms in education was the creation of domestic regular Armed Forces of Russia and the provision of the Russian state with the experts of different profiles: military people, engineers, technicians and diplomats. The authors of the article carried out a comprehensive analysis of the materials available in Russia about the Peter schools in order to systematize and preserve these data for pedagogical science and history. The work studied the documents (decrees and letters) of Peter the Great reflecting the reforms in the field of science and education of Russia at the end of the 17th - early 18th centuries. With the support of historical documents, the establishment chronology of the first schools in Russia, the conditions for schoolchildren teaching, the structure and the content of training programs were described, and the teaching aids used in Peter schools were listed.

The paper makes a comparative study on Public Schools and Government Schools in the contemporary social and cultural scenario with the importance of the parental care and how they are maintained by private owners and government officials respectively. The paper also discusses the role and responsibility of the important individuals – the father, the mother and the teacher – towards the spiritual and moral development of their children. Public schools, which are called 'Private schools' in our country, are symbols of modern feudalism. Public schools can also be described as & lsquo; private factories'. Teachers in private schools and colleges are under compulsion to show results to managements. Teachers campaign for admissions. When a teacher fails to secure admission, his job or his salary is under threat. There are popular Public (Private) schools but unfortunately there is no such popular government school. Under these circumstances, the question arises is how to create a good government teacher.

AbstractThe history of American public education has generally been considered as a steady transition from religious and sectarian to secular and pluralist, with the role of science in education increasing as the role of religion decreased. This article examines a conception of the role of religion in education that does not fit this narrative, the "social religion" of theorists of moral and character education in the 1920s. Relying on ideas of religious naturalism and with an orientation toward the practical effects of religious belief, this community of scholars asserted a concept of religion that would allow it to be at the heart of the common school project, uniting all under the common morality of the social good. Influenced both by liberal Protestant humanism and the scientific worldview pervasive in education reform at the time, these character educationists' ideas remind us of the historical contingency of categories like "religious" and of the antiquity of ideas we might classify under the heading of spirituality in American culture.

.there is a clear gap between the system of First Nation governance envisioned in the Final Land Claims and Self-Government Agreements and the system as it currently exists. The agreements have yet to be implemented fully, or even close to fully. This means that there are a variety of policy fields which First Nation governments have the power to control, but have not yet assumed this power. For some, this implementation gap is one that will eventually be overcome if the necessary resources are invested. Using education policy in Yukon as a case study, this paper suggests that there appears to be a different relationship emerging between the Yukon Government and First Nation governments. It argues that in the policy field of education the Yukon Government and First Nation governments are moving towards a system of co-management, based on increased partnership and collaboration. To make this assertion this paper will compare the current trajectory of the relationship between Yukon and First Nation governments through a co-management framework. This framework is based on the body of literature that discusses regimes of co-management by Aboriginal and non-Aboriginal governments over natural resources. It is comprised of four parts: the underlying rationale or origin for the regime the structure of the regimes various bodies how power and decision-making occurs and how Aboriginal voice, or traditional methods and practices are incorporated. --P. 2-3. ; The original print copy of this thesis may be available here: http://wizard.unbc.ca/record=b1754972

.there is a clear gap between the system of First Nation governance envisioned in the Final Land Claims and Self-Government Agreements and the system as it currently exists. The agreements have yet to be implemented fully, or even close to fully. This means that there are a variety of policy fields which First Nation governments have the power to control, but have not yet assumed this power. For some, this implementation gap is one that will eventually be overcome if the necessary resources are invested. Using education policy in Yukon as a case study, this paper suggests that there appears to be a different relationship emerging between the Yukon Government and First Nation governments. It argues that in the policy field of education the Yukon Government and First Nation governments are moving towards a system of co-management, based on increased partnership and collaboration. To make this assertion this paper will compare the current trajectory of the relationship between Yukon and First Nation governments through a co-management framework. This framework is based on the body of literature that discusses regimes of co-management by Aboriginal and non-Aboriginal governments over natural resources. It is comprised of four parts: the underlying rationale or origin for the regime the structure of the regimes various bodies how power and decision-making occurs and how Aboriginal voice, or traditional methods and practices are incorporated. --P. 2-3. ; The original print copy of this thesis may be available here: http://wizard.unbc.ca/record=b1754972

Abstract"Sexuality education"– broadly defined as teaching and learning about a range of issues related to puberty, sexuality, and relationships – occurs all day every day, formally and informally, intentionally and unintentionally. Nevertheless, adults organize policy and instruction for young people around a constrained set of concerns: first, that the sexuality education youth receive does not help them navigate an increasingly sexualized and dangerous world and, second, that the lessons are themselves damaging, exacerbating the risks youth and children already face. I discuss sexuality education's entanglement with these conventional cultural ideas about youth, sexuality, and education. I consider the ways that abstinence‐only and comprehensive school‐based sexuality education rest on a series of a discursive framings, including a commitment to regulating sexuality and youth, a contemporary "moral panic" that renders all talk about youth and sexuality provocative, and normative and instrumental conceptions of teaching and learning about sexuality. I conclude by discussing the implications of these discursive framings for classroom practice and imagining an alternative model in which sexuality education might embrace ambiguity and ambivalence as a necessary and even welcome condition of young people's sexuality and education.

Stand der Forschung zu Bildung und akademischem Aufstieg -- Bildung ist (k)ein Chamäleon -- (Re-)Produktion von Ungleichheiten in frühkindlicher Bildung -- Bildung in der postmigrantischen Gesellschaft – Bildungsaufstieg und Professionalitätsorientierung -- Ansätze zur Unterstützung von Studienpionier*innen -- Übergangsgestaltung Schule-Studium -- Studienverlaufsbegleitung -- Begleitangebote zu Fragen der Studienfinanzierung -- Vernetzungsaktivitäten mit Kooperationseinrichtungen -- Gesellschaftspolitische Herausforderungen -- Umgang mit der sozialen Heterogenität aktueller Studierendenschaften -- Herausforderungen für den Professionalisierungsdiskurs.

Klappentext: Das zentrale Erkenntnisinteresse dieser Studie bezieht sich auf die Frage, wie Nachhaltigkeit in Form einer Bildung für nachhaltige Entwicklung Einzug in das Bildungssystem findet und im Schulalltag von Lehrkräften wahrgenommen, thematisiert und praktiziert wird. Für die Beantwortung der Frage wurde eine qualitativ-rekonstruktive Untersuchung mithilfe der dokumentarischen Methode durchgeführt. Bildung für nachhaltige Entwicklung aus soziologischer Perspektive zu betrachten, ermöglicht eine kritische Auseinandersetzung mit der politischen Forderung, durch vermehrte Bildung zu einer nachhaltigeren Entwicklung beizutragen. Die Autorin Johanna Weselek hat in Soziologie an der Pädagogischen Hochschule Heidelberg promoviert. Ihr Forschungsschwerpunkt ist kritische Bildung für nachhaltige Entwicklung, in Verbindung mit bildungssoziologischen und umweltsoziologischen Perspektiven.

Beratung -- Berichterstattung -- Daseinsvorsorge -- Digitalisierung -- Gleichwertigkeit -- Geschlecht / Gender -- Governance -- Integration -- Kommunales Handeln -- Mehrebenenplanung -- Mobiliät -- Netzwerkorientierung -- Partizipation -- Segregation -- Sozialraum / Sozialraumorientierung -- Sozialraumentwicklung -- Sozialpolitik -- Verwaltungsmodernisierung -- Wirkung -- Wohnen.

Einleitung -- Politisch-ästhetische Bildung durch künstlerisch-forschende Praxis -- Groteske und Satire im DDR-Roman als didaktische Momente in der politischen Bildung -- George Grosz Lithographien – "Glotzt nicht so romantisch!" Ein Ausstellungsprojekt zur kulturellen und politischen Bildung -- Musik und Politik. Politisch-kulturelles Lernen als Zugang Jugendlicher zur Politik?! Hermeneutische Aspekte eines doppelten Zusammenhangs -- Die Bedeutung der kleinen Dinge – von der politischen Symbolik im Alltag -- Persönlicher und politischer Stil – Aspekte für die Politikanalyse.

Rechtsextremismus, Rechtspopulismus, Zivilgesellschaft: Grundlegende Orientierungen -- Dynamiken in spezifischen zivilgesellschaftlichen Räumen -- Dynamiken über zivilgesellschaftliche Dynamiken hinaus -- Strategien gegen Rechtsextremismus und Ansätze der Demokratieentwicklung und demokratischen Bildung.