Suchergebnisse

'In dieser Studie wird untersucht, wie die Geschlechtsrollenvorstellungen türkisch-deutscher Jugendlicher sowohl durch intergenerationale als auch interkulturelle Beziehungen geprägt werden. Als Teil einer größeren Befragung von Einwandererfamilien in Deutschland (Nauck 2000) wurden Eltern-Kind-Dyaden gleichen Geschlechts (N=405) getrennt voneinander über ihre Geschlechtsrollenvorstellungen, Sozialisationsziele und Erziehungsstile in den Eltern-Kind-Beziehungen, sowie über das Ausmaß von Akkulturation und wahrgenommener Diskriminierung in den interkulturellen Beziehungen befragt. Die Diskrepanz zwischen den Generationen unterschied sich je nach Geschlecht dahingehend, dass bei den Töchtern ein signifikanter Schub in Richtung egalitärer Wertvorstellungen auftrat, während die Söhne so konservativ wie ihre Väter blieben. Um die Annahme egalitärer vs. konservativer Geschlechtsrollenvorstellungen durch türkische Heranwachsende zu erklären wurden soziodemographische, intergenerationale und interkulturelle Faktoren als unabhängige Variablen in Kovarianzanalysen einbezogen, wobei die Wertvorstellungen der Heranwachsenden als abhängige Variable angesehen wurde. Wie erwartet waren im höhere Maße akkulturierte Heranwachsende - was durch die Selbsteinschätzung der Kenntnisse in der deutschen Sprache gemessen wurde - egalitärer eingestellt. Darüber hinaus waren die egalitärsten Wertvorstellungen bei denjenigen Töchtern anzutreffen, die Mütter mit höherer Bildung und egalitären Wertvorstellungen hatten. Umgekehrt verstärkten die väterlichen Ziele im Bereich der religiösen Sozialisation und Diskrimierungswahrnehmungen konservative Wertvorstellungen bei den Söhnen. Die Ergebnisse legen ein geschlechtsspezifisches Transmissionsmuster nahe, bei dem die Mutter die unmittelbare Kulturvermittlerin ist, der Vater aber über die normative Bezugnahme auf religiöse Autorität Einfluss ausübt. Am wichtigste ist jedoch, dass angespannte interkulturelle Beziehungen mit konservativen Geschlechterrollenvorstellungen bei den Söhnen der türkischen Migranten assoziiert sind.' (Autorenreferat)

Deliberation ist eine Form der politischen Meinungsbildung, bei der kontroverse Themen abwägend diskutiert und Entscheidungen so ausgehandelt werden, dass es zu einem möglichst breiten Konsens kommen kann. Deliberieren und debattieren sind Formen des demokratischen Sprechens aus dem Bereich der Civic Education und Teil der Förderung zivilgesellschaftlichen Verhaltens. Deliberationsforen werden in den USA auf politischer Ebene gezielt als unterstützende Maßnahme der Wissens- und Meinungsbildung eingesetzt. In der Berliner John-F.-Kennedy-Schule wurde das Deliberationsforum als interdisziplinäres Lernarrangement (Deutsch, Englisch, Geschichte) im 9. Jahrgang im Schuljahr 2004/05 zu der Frage "Ist Deutschland durch Terrorismus besonders gefährdet?" entwickelt. Der Erarbeitungsprozess schloss Methoden der Informationserschließung, Präsentation und Moderation, der Organisation von Diskussionsforen mit externen Experten und Politikern sowie der Evaluation von Wissenszuwachs und Meinungsbildung beim Publikum der Debatten ein. Das Material ist eine Veröffentlichung aus der Reihe der "Praxisbausteine" des BLK-Programms "Demokratie lernen & leben".

Das Modellprogramm "Demokratie lernen und leben" der Bund-Länder-Kommission für Bildungsplanung und Forschungsförderung (BLK) soll die "demokratiepädagogischen Möglichkeiten von Schule neu erkunden und erweitern. [.] Teilnehmende am Programm sind 160 Schulen aller Schulformen, die sich mit verschiedenen Entwicklungsprojekten auf den Weg gemacht haben, um im Zeitraum von 2002 bis 2007 demokratieförderliche Strukturen aufzubauen." Die externe Evaluation des Programms hat das Deutsche Institut für Internationale Pädagogische Forschung (DIPF) übernommen. U.a. sollen "Steuerungswissen für die Programmkoordination generiert und transferwürdige Programmelemente identifiziert werden. Eine Grundlage dessen bilden die in diesem Band versammelten Instrumente der Eingangserhebung von 2003. [.] Die Dokumentation der Erhebungsinstrumente gliedert sich nach den drei Gruppen, die im Rahmen der Eingangserhebung befragt wurden." In Teil 1 werden die Skalen und Einzelitems dargestellt, die von Schülern und Schülerinnen der Mittelstufe beantwortet wurden. Teil 2 bezieht sich auf die Befragung von Lehrern und Lehrerinnen aller Schulformen, Teil 3 von Schulleitern und Schulleiterinnen. Zunächst wurden jeweils Hintergrundvariablen erfasst. Das Skalenhandbuch für Schülerinnen und Schüler umfasst des Weiteren die Bereiche 'Politische Kompetenzen', 'Soziale und Selbstkompetenzen' sowie 'Schulische Partizipation'. Bei den Kollegien und Schulleitungen wurden die Themen 'BLK-Modellprogramm Demokratie lernen und leben', 'Schulische Partizipation' und 'Integration der Schule in ihr außerschulisches Umfeld' behandelt. (DIPF/av/Orig.)

Der Beitrag bearbeitet die Frage: "Wie haben sich die Rahmenbedingungen verändert, unter denen Globales Lernen im Feld der politischen Jugendbildung heute stattfindet?" aus erziehungswissenschaftlicher Perspektive. Globalisierungsprozesse und die paradigmatischen Umwälzungen, die mit der fraglichen Legitimität der modernen Theorien im Zeitalter der Globalisierung einher gehen, bedeuten auch für Globales Lernen veränderte gesellschaftliche Rahmenbedingungen. Außerdem besteht die Notwendigkeit, sich mit dem Paradigmenwechsel auf der Ebene der Theorie auseinanderzusetzen. Der Beitrag beleuchtet den erziehungswissenschaftlichen Diskurs und die Praxis Globalen Lernens unter diesem Blickwinkel und formuliert Konsequenzen für Wissenschaft und Praxis. (DIPF/Orig.)

Introduction / Anjalé D. Welton (University of Illinois at Urbana-Champaign, USA), Sarah Diem (University of Missouri, USA) and Devean R. Owens (University of Illinois at Urbana-Champaign, USA) -- Part I. Political context of anti-racist educational leadership. 1. Anti-racist leadership in precarious sociopolitical contexts / Anjalé D. Welton (University of Illinois at Urbana-Champaign, USA), Sarah Diem (University of Missouri, USA), Devean R. Owens (University of Illinois at Urbana-Champaign, USA), and Greg Johnson (Assistant Superintendent, Oak Park and River Forest High School, USA) ; 2. The politics of racial citizenship and exclusion: implications for educational leaders / Erica O. Turner (University of Wisconsin-Madison, USA), Rob Timberlake (University of Wisconsin-Madison, USA), Abigail J. Beneke (University of Wisconsin-Madison, USA), and Maria S. Velazquez (University of Wisconsin-Madison, USA) ; 3. Reweaving the fabric of education: reaching schools' potential through anti-racist leadership / Matthew Rodriguez (University of Illinois-Chicago, USA) and Amanda Lewis (University of Illinois-Chicago, USA) -- Part II. Anti-racist educational leadership preparation and practice. 4. Anti-racist leadership as identity: a white male school Leader's expectations to breaking the educational racial contract / Daniel Liou (Arizona State University, USA) and Adam Zang (Assistant Principal, Sunland Elementary School, USA) ; 5. From the inside out: anti-racist leadership development and practices / Marcus Campbell, Assistant Superintendent and Principal, Evanston Township High School & Michael Kucera, Director of English, Niles West High School, USA) ; 6. Inquiry-based framework for anti-racist leader preparation / Mary B. Herrmann (University of Illinois at Urbana-Champaign, USA) and Jessica A. Herrmann (School Administrator, USA) ; 7. Engaging in transformative change in an academically "Elite" setting: a case study of a school district's efforts to re-define success through an anti-racist initiative / Daniel Spikes (University of South Carolina, USA) Katy Swalwell (Iowa State University, USA) and Riley Drake (Iowa State University, USA) -- Part III. Community engagement, activism, and anti-racist educational leadership. 8. Disrupting the racialized organization: culturally responsive leadership in action / Bodunrin O. Banwo (University of Minnesota, USA) and Muhammad Khalifa (University of Minnesota, USA) ; 9. Let's buildr Reimaging "Successful" university-district-community partnerships / Bradley W. Carpenter (Baylor University, USA) and Decoteau Irby (University of Illinois-Chicago, USA) ; 10. Toward more equitable communities: parent leadership as a catalyst for racial justice / Jeanette Taylor (Community Organizer and Chicago Alderwoman, USA) and Rhoda Freelon (University of Houston, USA) ; 11. Advocacy leadership / Michelle D. Young (University of Virginia, USA) and Angel Nash (Chapman University, USA) ; 12. (Re)connecting schools and communities: leader activism as a mechanism to disrupt neoliberalism / Jason Salisbury (University of Illinois-Chicago, USA) and Meagan Richards (University of Illinois-Chicago, USA) -- Part IV. Supporting the work of anti-racist educational leaders and their practice. 13. The invisible labor of K-12 leaders of color / Zelideh R. Martinez Hoy (Bard College, USA), Dennis J. Perkins Jr., (Grinnell College, USA) David H. K. Nguyen, (Indiana University - Purdue University Indianapolis (IUPUI)) and Ruthie L. Payno-Simmons (Indiana University - Purdue University Indianapolis (IUPUI), USA) ; 14. On the backs of black women: examining how the supporting administrative role is entrenched in racism / Asia Fuller Hamilton (Principal and Lecturer, University of Illinois at Urbana-Champaign, USA) and Mykah Jackson (Vice Principal, Urbana Middle School, USA) ; 15. Possibilities and challenges in leading anti-racist organizational change in PWI districts / Sharon I. Radd (St. Catherine University, USA) and Jean Jordan (Northeast Metro, District 916, USA) ; 16. Anti-racism in schools: a guide for educational administrators, students, teachers, policymakers and activists / Jeffrey S. Brooks, RMIT University ; 17. Developing anti-racist leaders through equity-expansive technical assistance / Kathleen A. King Thorius (Great Lakes Equity Center, Indiana University School of Education-IUPUI, USA) and Tiffany S. Kyser, (Great Lakes Equity Center, Indiana University School of Education-IUPUI, USA) -- Conclusion / (Sarah Diem, University of Missouri, USA), Anjalé D. Welton (University of Illinois at Urbana-Champaign, USA) and Devean R. Owens (University of Illinois at Urbana-Champaign, USA).

1. Constructing transnational studies / Sanjeev Khagram and Peggy Levitt -- 2. Transnational relations and world politics : an introduction / Joseph S. Nye, Jr. and Robert O. Keohane -- 3. "Conclusions" and "Post Scriptum" from Dependency and Development in Latin America / Fernando Henrique Cardoso and Enzo Faletto -- 4. The homeland, Aztlan / El otro Mexico / Gloria Anzaldua -- 5. Global ethnoscapes : notes and queries for a transnational anthropology / Arjun Appadurai -- 6. The real new world order / Anne-Marie Slaughter -- 7. "Introduction" and "the state and the global city" from globalization and its discontents / Saskia Sassen -- 8. Discipline and practice : "the field" as site, method, and location in anthropology / Akhil Gupta and James Ferguson -- 9. Methodological nationalism, the social sciences, and the study of migration : an essay in historical epistemology / Andreas Wimmer and Nina Glick Schiller -- 10. Assimilation and transnationalism : determinants of transnational political action among contemporary migrants / Luis Eduardo Guarnizo, Alejandro Portes and William Haller -- 11. "Introduction" from forces of labor : workers' movements and globalization since 1870 / Beverly J. Silver -- 12. "Transnational struggles for water and power" and "dams, democracy, and development in transnational perspective" / Sanjeev Khagram -- 13. Breakthrough to history / William H. McNeill -- 14. The world system in the thirteenth century : dead-end or precursor? / Janet Lippman Abu-Lughod -- 15. The historical sociology of race / Howard Winant -- 16. The Black Atlantic as a counterculture of modernity / Paul Gilroy -- 17. Of our spiritual strivings / W.E.B. Du Bois -- 18. The cosmopolitan perspective : sociology of the second age of modernity / Ulrich Beck -- 19. The nation-state and its others : in lieu of a preface / Khachig Tololyan -- 20. "Nigerian Kung Fu, Manhattan fatwa" and "the local and the global : continuity and change" / Ulf Hannerz -- 21. Introduction : transnational feminist practices and questions of postmodernity / Inderpal Grewal and Caren Kaplan -- 22. "Transnational projects : a new perspective" and "theoretical premises" / Linda Basch, Nina Glick Schiller and Cristina Szanton Blanc -- 23. The local and the global : the anthropology of globalization and transnationalism / Michael Kearney -- 24. The study of transnationalism : pitfalls and promise of an emergent research field / Alejandro Portes, Luis Eduardo Guarnizo and Patricia Landolt -- 25. Conceptualizing simultaneity : a transnational social field perspective on society / Peggy Levitt and Nina Glick Schiller -- 26. Systemic religion in global society / Peter Beyer -- 27. Introduction : religion, states, and transnational civil society / Susanne Hoeber Rudolph -- 28. Theorizing globalization and religion / Manuel A. Vasquez and Marie Friedmann Marquardt -- 29. Locations of culture / Homi K. Bhabha -- 30. Interstitial subjects : Asian American visual art as a site for new cultural conversations / Elaine H. Kim -- 31. Cultural reconversion / Nestor Garcia Canclini -- 32. Living borders / Buscando America : languages of latino self-formation / Juan Flores and George Yudice -- 33. World society and the nation-state / John W. Meyer ... [et al.] -- 34. Norms, culture, and world politics : insights from sociology's institutionalism / Martha Finnemore -- 35. Do regimes matter? Epistemic communities and Mediterranean pollution control / Peter M. Haas -- 36. Cross-national cultural diffusion : the global spread of cricket / Jason Kaufman and Orlando Patterson -- 37. Transnationalism, localization, and fast foods in East Asia / James L. Watson -- 38. "Introduction" from transnational corporations and world order / George Modelski -- 39. Imperialism, dependency, and dependent development / Peter Evans -- 40. The organization of buyer-driven global commodity chains : how U.S. retailers shape overseas production networks / Gary Gereffi -- 41. "Flexible citizenship : the cultural logics of transnationality" and "afterword : an anthropology of transnationality" / Aihwa Ong -- 42. Bringing transnational relations back in : introduction / Thomas Risse-Kappen -- 43. World culture in the world polity : a century of international non-governmental organization / John Boli and George M. Thomas -- 44. Social movements and global transformation / Louis Kriesberg -- 45. Conclusions : advocacy networks and international society / Margaret E. Keck and Kathryn Sikkink -- 46. The challenges and possibilities of transnational feminist praxis / Nancy A. Naples -- 47. Global prohibition regimes : the evolution of norms in international society / Ethan A. Nadelmann -- 48. Transnational organized crime : an imminent threat to the nation-state? (transcending national boundaries) / Louise Shelley -- 49. "Introduction" from New and Old Wars : organized violence in a global era / Mary Kaldor -- 50. Smuggling the state back in : agents of human smuggling reconsidered / David Kyle and John Dale

BackgroundStudies on the barriers migrant women face when trying to access healthcare services in South Africa have emphasized economic factors, fear of deportation, lack of documentation, language barriers, xenophobia, and discrimination in society and in healthcare institutions as factors explaining migrants' reluctance to seek healthcare. Our study aims to visualize some of the outcome effects of these barriers by analyzing data on maternal death and comparing the local population and black African migrant women from the South African Development Countries (SADC) living in South Africa. The heightened maternal mortality of black migrant women in South Africa can be associated with the hidden costs of barriers migrants face, including xenophobic attitudes experienced at public healthcare institutions.MethodsOur analysis is based on data on reported causes of death (COD) from the South African Department of Home Affairs (DHA). Statistics South Africa (Stats SA) processed the data further and coded the cause of death (COD) according to the WHO classification of disease, ICD10. The dataset is available on the StatsSA website (http://nesstar.statssa.gov.za:8282/webview/) for research and statistical purposes. The entire dataset consists of over 10 million records and about 50 variables of registered deaths that occurred in the country between 1997 and 2018. For our analysis, we have used data from 2002 to 2015, the years for which information on citizenship is reliably included on the death certificate. Corresponding benchmark data, in which nationality is recorded, exists only for a 10% sample from the population and housing census of 2011. Mid-year population estimates (MYPE) also exist but are not disaggregated by nationality. For this reason, certain estimates of death proportions by nationality will be relative and will not correspond to crude death rates.ResultsThe total number of female deaths recorded from the years 2002 to 2015 in the country was 3740.761. Of these, 99.09% (n = 3,707,003) were deaths of South Africans and 0.91% (n = 33,758) were deaths of SADC women citizens. For maternal mortality, we considered the total number of deaths recorded for women between the ages of 15 and 49 years of age and were 1,530,495 deaths. Of these, deaths due to pregnancy-related causes contributed to approximately 1% of deaths. South African women contributed to 17,228 maternal deaths and SADC women to 467 maternal deaths during the period under study. The odds ratio for this comparison was 2.02. In other words, our findings show the odds of a black migrant woman from a SADC country dying of a maternal death were more than twice that of a South African woman. This result is statistically significant as this odds ratio, 2.02, falls within the 95% confidence interval (1.82–2.22).ConclusionThe study is the first to examine and compare maternal death among two groups of women, women from SADC countries and South Africa, based on Stats SA data available for the years 2002–2015. This analysis allows for a better understanding of the differential impact that social determinants of health have on mortality among black migrant women in South Africa and considers access to healthcare as a determinant of health. As we examined maternal death, we inferred that the heightened mortality among black migrant women in South Africa was associated with various determinants of health, such as xenophobic attitudes of healthcare workers toward foreigners during the study period. The negative attitudes of healthcare workers toward migrants have been reported in the literature and the media. Yet, until now, its long-term impact on the health of the foreign population has not been gaged. While a direct association between the heightened death of migrant populations and xenophobia cannot be established in this study, we hope to offer evidence that supports the need to focus on the heightened vulnerability of black migrant women in South Africa. As we argued here, the heightened maternal mortality among migrant women can be considered hidden barriers in which health inequality and the pervasive effects of xenophobia perpetuate the health disparity of SADC migrants in South Africa.

Colleen Hroncich


It's hard to believe it's already "back to school" season. But the displays in every store are impossible to miss. This year's back to school experience could be a new one for many teachers, parents, and students as they have the chance to choose their own educational path for the first time. Finding high‐​quality resources is likely top of mind for many parents and teachers. That's where izzit​.org can come in handy.
izzit​.org is a non‐​profit that provides educators with engaging educational resources designed to help students develop critical thinking skills. I first learned about izzit​.org in 2015 through our speech and debate league, and I'm amazed at how many new resources are available every time I visit the website. Happily, these resources are available at no cost to anyone who is interested in teaching or learning—parents (including homeschoolers), grandparents, teachers, tutors, librarians, and more.
The video lessons were my first exposure to izzit​.org. Most of them are geared toward students in sixth grade and older. Subject areas include Business & Economics, Career Technical Education, Constitution & Civics, and Social Studies & Humanities. There is a special subset of videos aimed at elementary‐​aged students that features "Pups of Liberty." (I just watched my first Pups of Liberty episode, The Dog‐​claration of Independence, and was quite amused by Spaniel Adams, Paul Ruffere, the Minute Mutts, and the Red Cats.)
In keeping with izzit.org's educational mission, these aren't just standalone videos. There are short, online comprehension quizzes students can take at the end of each video. Some of the videos are part of Teaching Units that include teacher's guides. There are also Learning Modules, which are online, interactive collections that cover about a week's worth of material. Teachable Moments are short—typically five minutes or less—videos that focus on one topic and can be easily added to other lessons. Since the website allows you to sort by topic and grade level, it's easy for educators to find the content that will work best for a specific lesson.
More recently, izzit​.org has expanded to offer full courses. Civics Fundamentals is hosted by Judge Douglas Ginsburg, a senior judge on the United States Court of Appeals for the District of Columbia Circuit. He answers the 100 questions in the U.S. Citizenship & Immigration Services naturalization test with two‐​minute videos that include an explanation of each answer. The course is supplemented with additional materials, including a Jeopardy‐​style game and flash cards.
izzit​.org also boasts a first‐​in‐​the‐​nation career readiness course—Workforce Innovation Now, or W.I.N.. This unique course blends financial literacy, employability, skill mastery, and work‐​based learning experiences. It's divided into nine units that include videos, quizzes, essay prompts, and other student assignments (including resume‐​drafting guidance).
To help teachers make the most of the incredible izzit​.org resources, the website includes free Professional Development (PD) webinars. Teachers can receive certificates of participation for each PD they complete.
In addition to the video resources, izzit​.org offers two current events lessons each school day. The lessons feature articles from various major news sources to encourage debate and critical thinking. Typically one is easier to read and the other is more challenging. The articles may include uncomfortable or unpopular topics. The goal is for students to read, process, debate, and think critically about these issues. The lessons include questions to help drive discussions.
Whether you're a full‐​time teacher, a homeschooler, or a parent looking for additional learning opportunities for your children, izzit​.org is an amazing resource. As I really explored the site for this post, I realized we missed out on some great content by not using it more. So learn from my mistake—and check it out today!

The World Values Survey (WVS) is an international research program devoted to the scientific and academic study of social, political, economic, religious and cultural values of people in the world. The project's goal is to assess which impact values stability or change over time has on the social, political and economic development of countries and societies. The project grew out of the European Values Study and was started in 1981 by its Founder and first President (1981-2013) Professor Ronald Inglehart from the University of Michigan (USA) and his team, and since then has been operating in more than 120 world societies. The main research instrument of the project is a representative comparative social survey which is conducted globally every 5 years. Extensive geographical and thematic scope, free availability of survey data and project findings for broad public turned the WVS into one of the most authoritative and widely-used cross-national surveys in the social sciences. At the moment, WVS is the largest non-commercial cross-national empirical time-series investigation of human beliefs and values ever executed. ; The target population is defined as: individuals aged 18 (16/17 is acceptable in the countries with such voting age) or older (with no upper age limit), regardless of their nationality, citizenship or language, that have been residing in the [country] within private households for the past 6 months prior to the date of beginning of fieldwork (or in the date of the first visit to the household, in case of random-route selection). ; The sampling procedures differ from country to country; probability Sample: Multistage Sample Probability Sample, Simple Random SampleRepresentative single stage or multi-stage sampling of the adult population of the country 18 (16) years old and older was used for the WVS 1981-2022.In 1981-2012, the required sample size for each coutnry was N=1000 or above. In 2017-2022, the sample size was set as effective sample size: 1200 for countries with population over 2 million, 1000 for countries with population less than 2 million. As an exception, few surveys with smaller sample sizes have been accepted into the WVS 1981-2020 through the WVSA's history.Sample design and other relevant information about sampling are reviewed by the WVS Scientific Advisory Committee and approved prior to contracting of fieldwork agency or starting of data collection. The sampling is documented using the Survey Design Form delivered by the national teams which included the description of the sampling frame and each sampling stage as well as the calculation of the planned gross and net sample size to achieve the required effective sample. Additionally, it included the analytical description of the inclusion probabilities of the sampling design that are used to calculate design weights. ; Interview ; Mode of collection: mixed mode Face-to-face interview: CAPI (Computer Assisted Personal Interview) Face-to-face interview: PAPI (Paper and Pencil Interview) Telephone interview: CATI (Computer Assisted Telephone Interview) Self-administered questionnaire: CAWI (Computer-Assisted Web Interview) Self-administered questionnaire: PaperIn all countries, fieldwork was conducted on the basis of detailed and uniform instructions prepared by the WVS Scientific Committee and WVSA secretariat.The main data collection mode in 1981-2012 was face to face (interviewer-administered) interview with the printed questionnaire. Postal surveys (respondent-administered) have been used in Canada, New Zealanda, Japan, Australia. CAPI and online data collection modes have been introduced first in WVS-6 in 2012-2014.The main data collection mode in WVS 2017-2022 is face to face (interviewer-administered). Several countries employed mixed-mode approach to data collection: USA (CAWI; CATI); Australia and Japan (CAWI; postal survey); Hong Kong SAR (PAPI; CAWI); Malaysia (CAWI; PAPI).The WVS Master Questionnaire is always provided in English and each national survey team has to ensure that the questionnaire was translated into all the languages spoken by 15% or more of the population in the country. A central team monitors the translation process.

Esse artigo tem como objetivo analisar como se dá a inserção da educação ambiental no ensino de jovens e adultos a partir da problematização dos processos de urbanização e degradação ambiental urbana no município de Capão da Canoa (RS). Os instrumentos utilizados para coleta de dados foram questionários (objetivos e subjetivos) para os alunos, teste da pegada ecológica e debates. O envolvimento e participação dos alunos trouxe o movimento de pertencimento, de reflexões históricas, sociais e ambientais sobre a sua comunidade. A educação ambiental oferece condições de educar para a cidadania, para o pensamento crítico e político a respeito de problemas sociais e locais que aquela comunidade enfrenta. O teste da pegada ecológica possibilitou uma análise comparativa aos países desenvolvidos, as condições sociais e ambientais de cada um em relação aos alunos da turma, uma vez que o resultado foi menor que estes locais onde o uso dos recursos naturais e o descarte de resíduos. Conclui-se, a partir das ações desenvolvidas, que o resultado mais importante dessa pesquisa é a emergência do quanto se faz necessário espaços de vivência em Educação Ambiental em todos os níveis de escolaridade e segmentos da sociedade, promovendo reflexões e possibilitando ações de transformação de suas realidades.Palavras-chave: Degradação ambiental; Educação ambiental; Ensino de jovens e adultos.Urbanization processes and urban environmental degradation: problematization in the context of Youth and Adult EducationABSTRACTThis article aims to analyze the insertion of environmental education in youth and adult education from the problematization of urbanization processes and urban environmental degradation in the municipality of Capão da Canoa (RS). The instruments used for data collection were questionnaires (objective and subjective) for the students, ecological footprint tests and debates. The involvement and participation of the students brought the movement of belonging, of historical, social and environmental reflections about their community. Environmental education offers conditions to educate for citizenship, for critical and political thinking about social and local problems that that community faces. The ecological footprint test enabled a comparative analysis to developed countries, the social and environmental conditions of each in relation to the students of the class, since the result was lower than these places where the use of natural resources and waste disposal. It is concluded, from the actions developed, that the most important result of this research is the emergence of how much is necessary spaces of experience in Environmental Education at all levels of schooling and segments of society, promoting reflections and enabling actions to transform their realities.Keywords: Environmental degradation; Environmental education; Youth and adult education.Procesos de urbanización y degradación ambiental urbana: problematización en el contexto de la Educación de Jóvenes y AdultosRESUMENEste artículo tiene como objetivo analizar cómo la educación ambiental se inserta en la educación de jóvenes y adultos a partir de la problematización de los procesos de urbanización y degradación ambiental urbana en el municipio de Capão da Canoa (RS). Los instrumentos utilizados para la recogida de datos fueron cuestionarios (objetivos y subjetivos) para los estudiantes, test de huella ecológica y debates. La implicación y participación de los alumnos aportó el movimiento de pertenencia, la reflexión histórica, social y medioambiental sobre su comunidad. La educación ambiental ofrece condiciones para educar para la ciudadanía, para el pensamiento crítico y político sobre los problemas sociales y locales que enfrenta esa comunidad. La prueba de la huella ecológica permitió un análisis comparativo con los países desarrollados, las condiciones sociales y ambientales de cada uno en relación con los estudiantes de la clase, ya que el resultado fue inferior a estos lugares donde el uso de los recursos naturales y la eliminación de residuos. Se concluye, a partir de las acciones desarrolladas, que el resultado más importante de esta investigación es el surgimiento de cuanto es necesario espacios de experiencia en Educación Ambiental en todos los niveles de escolaridad y segmentos de la sociedad, promoviendo reflexiones y posibilitando acciones de transformación de sus realidades. Palabras clave: Degradación ambiental; Educación ambiental; Educación de jóvenes y adultos.

Det här numret ägnar vi i huvudsak åt sociologisk forskning om covid-19-pandemins samhälleliga konsekvenser. Redan kort efter pandemins utbrott, i april 2020, publicerade tidskriften ett samtal mellan fyra svenska sociologer om covid-19-pandemin och vårt samhälles hantering av den. Vi bjöd kort därefter in Shai Mulinari, Linda Soneryd och Susanna Öhman att vara gästredaktörer till ett kommande temanummer med färsk empirisk forskning om hur samhället och människors liv har påverkats av coronakrisen och covid-19-pandemin. Resultatet blev detta dubbelnummer, som på olika sätt ger viktiga inblickar i hur pandemin har påverkat samhället i stort och olika utsatta gruppers livsvillkor. I de olika artiklarna får vi bland annat veta mer om vad svenskarna varit mest oroliga för under pandemin, hur arbetssituationen för personal inom vård och omsorg påverkades av den nya virussjukdomen, hur människor har förhållit sig till "den svenska strategin" i sin vardag och hur dem vars anhöriga har avlidit under pandemin har hanterat de restriktioner som omöjliggjorde ett sista farväl vid dödsbädden. De enskilda artiklarna presenteras mer utförligt i den härpå följande introduktionen av gästredaktörerna, som vi även vill tacka för deras gedigna arbete med numret.
I detta nummer presenterar vi också en ny satsning i form av så kallade research notes eller forskningsnotiser. Den tidigare Lundaredaktionen för tidskriften gav 2017 ut ett helt nummer med sådana forskningsnotiser, under temat "Look at what's happening in Sweden". Den nuvarande redaktionen vid Södertörns högskola vill nu göra detta till ett stående inslag i Sociologisk Forskning. Forskningsnotiserna är tänkta att presentera nya forskningsresultat i kortare textformat än sedvanliga artiklar. Notiserna ska utgå från egen empirisk forskning om samhällsförhållanden i Sverige, men även komparativa studier som berör svenska förhållanden kan publiceras. Ni hittar en introducerande text som beskriver hur forskningsnotiserna ska utformas längre fram i detta nummer.
I numret finns även recensioner av fem nyutkomma böcker. Två recensioner anknyter till numrets övergripande tema om covid-19-pandemin. I sin recension av Peter Baldwins Fighting the first wave. Why the Coronavirus was tackled so differently across the globe (2021) noterar Anne Kaun att Sverige ges en central roll i boken, och att Baldwin skriver fram sin egen position genom att argumentera för att Sverige tog fel väg i pandemin. Tobias Olofsson recenserar Johan Hirschfeldts och Olof Peterssons Rättsregler i kris (2020), en bok som också diskuterar Sveriges krishantering under coronaviruspandemin. Olofsson menar att författarna gör en ambitiös genomlysning av svensk krislagstiftning och att deras text inte bara är "hantverksmässigt intressant utan den är också sociologiskt spännande då de antaganden framställningen bygger på och de slutsatser som presenteras resonerar med centrala sociologiska teman".
Övriga recensioner i numret behandlar böcker med helt andra teman. Hannah Bradby framhåller att Marie Sépulchres Disability and citizenship studies (2021) är tydlig och välstrukturerad i sitt sätt att undersöka funktionalitet, aktivism och medborgarskap samt sätter dessa teman i relation till frågor som ojämlikhet och social rättvisa. Stina Fernqvist närmar sig Sara Eldéns Forskningsetik. Vägval i samhällsvetenskapliga studier (2020) utifrån tankar kring de konkreta situationer vi som samhällsvetenskapliga forskare återkommande ställs inför: "situationer som kräver självreflektion och som pockar på vår uppmärksamhet med frågor om vad forskningsetik egentligen är i praktiken". Fernqvist uppmärksammar Eldéns påpekande att en bra forskare kanske alltid måste utstå "en aning ångest" eftersom den samhällsvetenskapliga forskning som inbegriper människor alltid är en komplicerade process. Slutligen tar sig David Scott an Ian Buchanans Assemblage theory and method (2020) genom att diskutera begreppet assemblage – som översatts till "sammansättning" – ett begrepp som fått genomslag inom samhällsvetenskaperna under det senaste decenniet. Scott menar att Buchanans bok saknar resonemang om hur "teoretiska begrepp omsätts i metodologisk praktik", vilket han finner märkligt då boken "har ordet method i titeln".
Vi vill även uppmana er att sända oss era artikelmanus, forskningsnotiser, förslag på recensioner och idéer för framtida temanummer. Sociologisk Forskning publicerar bidrag på svenska och övriga skandinaviska språk samt på engelska. Sociologisk Forskning tillämpar anonymiserad kollegial granskning (double blind peer review) och alla artiklar publiceras med omedelbar öppen tillgång (open access) på tidskriftens hemsida.
Lena Sohl och Magnus Wennerhag Redaktörer för Sociologisk Forskning

The World Values Survey (WVS) is an international research program devoted to the scientific and academic study of social, political, economic, religious and cultural values of people in the world. The project's goal is to assess which impact values stability or change over time has on the social, political and economic development of countries and societies. The project grew out of the European Values Study and was started in 1981 by its Founder and first President (1981-2013) Professor Ronald Inglehart from the University of Michigan (USA) and his team, and since then has been operating in more than 120 world societies. The main research instrument of the project is a representative comparative social survey which is conducted globally every 5 years. Extensive geographical and thematic scope, free availability of survey data and project findings for broad public turned the WVS into one of the most authoritative and widely-used cross-national surveys in the social sciences. At the moment, WVS is the largest non-commercial cross-national empirical time-series investigation of human beliefs and values ever executed. ; The following changes were included in the Version 1.6.2: Romania 2018: updated variables on education Q275-Q278; Q275R-Q278R; Q275A-Q278A. Turkey 2018:updated variables on education Q275-Q278;Q275R-Q278R; Q275A-Q278A. Cyprus 2018: updated variables N_Region_WVS–Region country-specific; SINTLANGUAGE –Language of interview. Lebanon2018: updated variable N_Region_ISO 3166-2 ; The target population is defined as: individuals aged 18 (16/17 is acceptable in the countries with such voting age) or older (with no upper age limit), regardless of their nationality, citizenship or language, that have been residing in the [country/territory] within private households for the past 6 months prior to the date of beginning of fieldwork (or in the date of the first visit to the household, in case of random-route selection). ; The sampling procedures differ from country to country; probability sample: Multistage Sample, Probability Sample, Simple Random SampleRepresentative single stage or multi-stage sampling of the adult population of the country 18 (16) years old and older is used for the WVS 2017-2021. Sample size was set as effective sample size: 1200 for countries with population over 2 million, 1000 for countries with population less than 2 million. Countries with great population size and diversity (e.g. India, China, USA, Russia, Brazil etc.) are requirred to reach an effective sample of N=1500 or larger. Only 2 countries (Argentina, Chile) deviated from the guidelines and planned with an effective sample size below the set threshold. Sample design and other relevant information about sampling were reviewed by the WVS Scientific Advisory Committee and approved prior to contracting of fieldwork agency or starting of data collection. The sampling was documented using the Survey Design Form delivered by the national teams which included the description of the sampling frame and each sampling stage as well as the calculation of the planned gross and net sample size to achieve the required effective sample. Additionally, it included the analytical description of the inclusion probabilities of the sampling design that are used to calculate design weights. ; Interview ; Mode of collection: mixed mode Face-to-face interview: CAPI (Computer Assisted Personal Interview) Face-to-face interview: PAPI (Paper and Pencil Interview) Telephone interview: CATI (Computer Assisted Telephone Interview) Self-administered questionnaire: CAWI (Computer-Assisted Web Interview) Self-administered questionnaire: PaperIn all countries, fieldwork was conducted on the basis of detailed and uniform instructions prepared by the WVS scientific advisory committee and WVSA secretariat. The main data collection mode in WVS 2017-2021 is face to face (interviewer-administered). Several countries employed mixed-mode approach to data collection: USA (CAWI; CATI); Australia and Japan (CAWI; postal survey); Hong Kong SAR (PAPI; CAWI); Malaysia (CAWI; PAPI). The WVS Master Questionnaire was provided in English and each national survey team had to ensure that the questionnaire was translated into all the languages spoken by 15% or more of the population in the country. A central team monitored the translation process.

The World Values Survey (WVS) is an international research program devoted to the scientific and academic study of social, political, economic, religious and cultural values of people in the world. The project's goal is to assess which impact values stability or change over time has on the social, political and economic development of countries and societies. The project grew out of the European Values Study and was started in 1981 by its Founder and first President (1981-2013) Professor Ronald Inglehart from the University of Michigan (USA) and his team, and since then has been operating in more than 120 world societies. The main research instrument of the project is a representative comparative social survey which is conducted globally every 5 years. Extensive geographical and thematic scope, free availability of survey data and project findings for broad public turned the WVS into one of the most authoritative and widely-used cross-national surveys in the social sciences. At the moment, WVS is the largest non-commercial cross-national empirical time-series investigation of human beliefs and values ever executed. ; The target population is defined as: individuals aged 18 (16/17 is acceptable in the countries with such voting age) or older (with no upper age limit), regardless of their nationality, citizenship or language, that have been residing in the [country] within private households for the past 6 months prior to the date of beginning of fieldwork (or in the date of the first visit to the household, in case of random-route selection). ; The sampling procedures differ from country to country; probability Sample: Multistage Sample Probability Sample, Simple Random SampleRepresentative single stage or multi-stage sampling of the adult population of the country 18 (16) years old and older was used for the WVS 1981-2020.In 1981-2012, the required sample size for each coutnry was N=1000 or above. In 2017-2021, the sample size was set as effective sample size: 1200 for countries with population over 2 million, 1000 for countries with population less than 2 million. As an exception, few surveys with smaller sample sizes have been accepted into the WVS 1981-2020 through the WVSA's history.Sample design and other relevant information about sampling are reviewed by the WVS Scientific Advisory Committee and approved prior to contracting of fieldwork agency or starting of data collection. The sampling is documented using the Survey Design Form delivered by the national teams which included the description of the sampling frame and each sampling stage as well as the calculation of the planned gross and net sample size to achieve the required effective sample. Additionally, it included the analytical description of the inclusion probabilities of the sampling design that are used to calculate design weights. ; Interview ; Mode of collection: mixed mode Face-to-face interview: CAPI (Computer Assisted Personal Interview) Face-to-face interview: PAPI (Paper and Pencil Interview) Telephone interview: CATI (Computer Assisted Telephone Interview) Self-administered questionnaire: CAWI (Computer-Assisted Web Interview) Self-administered questionnaire: PaperIn all countries, fieldwork was conducted on the basis of detailed and uniform instructions prepared by the WVS Scientific Committee and WVSA secretariat.The main data collection mode in 1981-2012 was face to face (interviewer-administered) interview with the printed questionnaire. Postal surveys (respondent-administered) have been used in Canada, New Zealanda, Japan, Australia. CAPI and online data collection modes have been introduced first in WVS-6 in 2012-2014.The main data collection mode in WVS 2017-2021 is face to face (interviewer-administered). Several countries employed mixed-mode approach to data collection: USA (CAWI; CATI); Australia and Japan (CAWI; postal survey); Hong Kong SAR (PAPI; CAWI); Malaysia (CAWI; PAPI).The WVS Master Questionnaire is always provided in English and each national survey team has to ensure that the questionnaire was translated into all the languages spoken by 15% or more of the population in the country. A central team monitors the translation process.

Accountability and transparency are subjects of study in public accounting. States are transformed following the market rather than citizenship, and pushed by international governance policies that force peripheral countries to exploit their natural resources. This process generates social crises since it puts governments in tension with the communities over the use of natural resources. Under this perspective, this paper evaluates the implementation of accountability and transparency policies through the case study of the Colombian energy subsector between 2010 and 2016, seeking to challenge the knowledge and hegemonic social practices that have been imposed in the Latin American context regarding the production of government and business information. The data were collected from institutional documents, business information, and semi-structured interviews with actors from the socio-environmental movement. We followed a qualitative approach with a critical sense, which consists of a critical discourse analysis aimed at evaluating the artifacts subject to triangulation. The results show the supremacy of the speeches produced by the Government and Isagen, which divert from the speeches by social actors. Hence, this work presents empirical evidence that contributes to the discussion on the field of critical and contextual accounting research. ; La rendición de cuentas y la transparencia son temas de estudio de la contabilidad pública. Los Estados se transforman en función del mercado y no de la ciudadanía, presionados por las políticas de la gobernanza internacional que impone a los países periféricos la explotación de sus recursos naturales. Este proceso genera crisis social porque pone al Gobierno en tensión con las comunidades por los recursos naturales. Este documento tiene como objetivo evaluar el proceso de implementación de las políticas de rendición de cuentas y transparencia, para retar los saberes y las prácticas sociales hegemónicas que se han impuesto en el contexto latinoamericano sobre la producción de información gubernamental y empresarial, mediante un estudio de caso de subsector energético colombiano entre 2010 y 2016. Los datos fueron recolectados a partir de documentos institucionales, información empresarial y de entrevistas semiestructuradas a actores del movimiento socioambiental. El método es cualitativo con sentido crítico, y consiste en el análisis crítico del discurso para evaluar los artefactos sujetos a su triangulación. Los resultados muestran una dominación sobre los discursos que producen el Gobierno e Isagen que se distancian de los discursos de los actores sociales. En este sentido, este trabajo presenta evidencia empírica en aras de contribuir a la discusión sobre la investigación contable crítica y contextual. ; Prestação de contas e transparência são temas de estudo na contabilidade pública. Os Estados são transformados de acordo com o mercado e não para os cidadãos, pressionados pelas políticas de governança internacional que impõem aos países periféricos a exploração de seus recursos naturais. Esse processo gera crise social porque coloca o governo em tensão com as comunidades em busca de recursos naturais. Este documento tem como objetivo avaliar o processo de implementação de políticas de prestação de contas e transparência, para desafiar o conhecimento e as práticas sociais hegemônicas que têm sido impostas no contexto latino-americano sobre a produção de informações governamentais e empresariais, por meio de um estudo de caso do subsetor de energia colombiano entre 2010 e 2016. Os dados foram coletados a partir de documentos institucionais, informações empresariais e entrevistas semiestruturadas com representantes do movimento socioambiental. O método é qualitativo com senso crítico, e consiste na análise crítica do discurso para avaliar os artefatos sujeitos à sua triangulação. Os resultados mostram uma dominação sobre os discursos produzidos pelo Governo e pela Isagen que se distanciam dos discursos dos representantes sociais. Nesse sentido, este trabalho apresenta evidencias empíricas para contribuir com a discussão sobre pesquisas contábeis críticas e contextuais.