Suchergebnisse

Die Frage, ob der Islam mit der Vorstellung vom modernen Staat und der Demokratie vereinbar ist oder nicht, ist seit Jahrzehnten diskutiert worden. Viele Islamgegner wie konservative Muslime kommen zu einer negativen Antwort, moderne Theologen im Islam dagegen sehen keinen Widerspruch zwischen dem Islam einerseits und dem modernen Staat und der Demokratie andererseits. Sie behaupten, der Koran sage wenig zur Herrschaftsform und Muslime haben historisch mit unterschiedlichsten Herrschaftsformen gelebt. Was diesbezüglich überrascht, ist die Tatsache, dass diese Diskussion während des "Arabischen Frühlings" 2011 keine Rolle gespielt hat, sondern die Menschen einfach Demokratie forderten und so jegliche autoritäre Herrschaft ablehnten. Dies zeigt eine tiefe Kluft zwischen der theologischen Führung und den konkreten Erwartungen des Volkes. Hierin sieht José Casanova eine Parallele zum Westlichen Christentum, das Ende des 19. und zu Beginn des 20. Jhs. die Demokratie ablehnte und dann Parteien hervorbrachte, die für sie eintraten.

Cover -- Half Title Page -- Title Page -- Copyright Page -- Original Title Page -- Original Copyright Page -- Contents -- Acknowledgments -- Series Editor's Introduction -- 1. The Politics of School Sex Education: Whose Interestsare Served? -- 2. The Informal Sexuality Curriculum: "A Lot of Eyes and Ears Out There" -- 3. Mrs. Warren's Working Conditions: "Runnin' on Empty" -- 4. Mrs. Warren: Nurturing Mom, Cheerleader, and One-of-the-Girls -- 5. The Classroom as Social Arena: "Good Kids," "Dirts,"and Black Students -- 6. School Knowledge about Sexuality: "Just Stuff You Had to Know" -- 7. Students Actively Weighing Their Own Interests: "I Can Put On All Kinds of Faces" -- 8. Situation-Specific Constraints and Possibilities: "Much Has Been Said. Now Much Must be Done" -- Methodological Appendix -- Notes -- References -- Index

The goal of this paper is to provide an overview of the thematic group created at the 2009 Enpec [Brazilian National Conference on Science Education Research] edition under the name Diversity, Multiculturalism and Science Education (DMSE). Our research question was: What is that working group like? We set out to examine the group's production considering the DMSE sessions to be a forum where research is presented and debated. The methodology involved reading and organizing presentation titles, abstracts, keywords, problem questions, and references using the Free Interpretation Analysis approach, which draws connections between a researcher's perspective and their study's theoretical framework. Graphs show the most frequent topics within DMSE studies and their oscillations over the years. This paper provides data and results indented to help: a) mapping Science Education studies, observing how they address the reality and the particular conditions of teaching-learning processes in different Brazilian schools; b) introducing a more critical vein to the education of those involved in Science Education , encouraging them to think beyond instrumental aspects and to incorporate a political and ethical approach committed to building a less unequal society and to the defense of human rights; and c) advocating for a more plural Science Education, in which diverse voices can be heard. ; The goal of this paper is to provide an overview of the thematic group created at the 2009 Enpec [Brazilian National Conference on Science Education Research] edition under the name Diversity, Multiculturalism and Science Education (DMSE). Our research question was: What is that working group like? We set out to examine the group's production considering the DMSE sessions to be a forum where research is presented and debated. The methodology involved reading and organizing presentation titles, abstracts, keywords, problem questions, and references using the Free Interpretation Analysis approach, which draws connections between a ...

This article explores the consequences of public and private spending on education at all levels, looking at skills and income inequality. We use data for 22 affluent democracies from 1960 or 1995 (depending on data availability) to 2017. High levels of public education spending consistently lower income inequality, both measured as wage dispersion and as the education premium. In contrast, higher levels of private education spending are associated with both higher wage dispersion and a higher education premium. We show that this effect works in part through differential skills acquisition. Public education spending raises the math scores of 15-years old students at the mean and at the 25th percentile, but private education spending has no effect on skills at these levels. We find the same pattern among skills of adults; public education spending raises skills at the 25th percentile and the mean; private spending has no effect. Finally, we also show that higher levels of adult skills indeed depress the education premium.

PurposeThis paper aims to provide a holistic approach to assessing student teachers' competence development in education for sustainable development (ESD). This is to provide evidence on which teaching and learning formats help to foster which aspects of ESD-specific professional action competence in teachers. The studied competencies consist of content knowledge (CK), pedagogical content knowledge (PCK) and the willingness to actively support and implement ESD.Design/methodology/approachA multiple case study design was used on two sequential modules of a university's teacher education program. A mixed-methods approach was applied that combined surveys, videotaped and PhotoVoice-supported focus groups, as well as pre- and post-assessment tools. Qualitative data analysis was based on the coding paradigm of the qualitative content analysis, whereas quantitative data were interpreted by means of descriptive statistics and paired samplet-tests.FindingsThe results from this study clearly indicate that the two courses contributed to a shift in students' non-cognitive dispositions. The study also provides evidence on the students' competence development and demonstrates how two different learning settings support different dimensions of teachers' professional action competence in terms of ESD.Originality/valueThe triangulation of data enabled not only a mere competence assessment but also deeper insights into learning processes, as well as into the drivers of and barriers to competence development. Furthermore, the study introduces an innovative approach to assessing the development of PCK.

Media rankings of universities have become common in many countries. Although frequently criticised by a range of commentators, media rankings are used by students in destinational decision-making, and by universities in their own marketing. By critically reading three prominent media ranking systems, several trends emerge. Asiaweek, U.S. News & World Report and Maclean's magazines each adopt an activist/investigative stance as a justification for their hierarchical rankings of higher educational institutions. Central to this position is an argument for opening up universities to public scrutiny, resulting in greater accountability to students, parents and taxpayers. However, an analysis of the data collection methodologies shows that these stakeholders are excluded from the evaluation process. Instead, all quantitative data is collected from university central administrations, and the subjective reputational surveys are completed by senior university staff and similarly empowered 'experts'. Rather than acting as intrusive tools of public accountability, the media rankings serve to reinforce existing conceptualisations of 'the university' and 'quality' as expressed by the tertiary sector's prominent players.