Suchergebnisse

Review.

In the last decade, many descendants of immigrants from Turkey have been grappling with new expressions of their belongingness and workable identifiers to express their place within German society. Those searching are often citizens and young professionals who have been born or raised there. Until recently it had been assumed that incorporation though citizenship would be a sufficient basis for becoming Germans. It was also a political belief that to introduce the territorial right (ius soli) to citizenship would be a step toward Germany recognizing itself as a country of immigration. Whether or not this has been the case is addressed in this article. To do this critical events since the initiation of the settlement process and the messages communicated during this period will be examined. A review of these events and messages suggests that tradition, institutions and public discourse continue to articulate an ethnicized view of citzenship that creates barriers to identification with becoming a German. Two prototypes of responses to this situation are analyzed. Finally, there is a discussion of the understanding of citizenship required in this context.

"Drawing upon experiences from Scandinavia and Germany this paper argues, that any action research project should be aware of the sociopolitical context, in which it is taking place and which it is a part of. As a consequence I concentrate on a socio-political perspective on action research rather than on the often used and in European AR discussion prevailing micro perspective on the single action research case. Experiences from Germany and Scandinavia demonstrate that programmes for work life reform as a framework for participative action research do not have any chance without being able to create support from broad socio-political coalitions. The question therefore is: Which is the socio-political context enabling action research as part of action and research programmes in the field of work life reform?" (author's abstract)

Die empirische Bildungsforschung, die sich etwa ab 1965 entwickelte, ist Teil der "realistischen Wende" in der Pädagogik. Nach der fast ausschließlichen Vorherrschaft normativer Gestaltungsbemühungen wurde erstmals systematisch die vorfindbare Realität der Bildungsbeteiligung untersucht. Gleichzeitig verlagerte sich das Veränderungsbestreben von der personalen und inhaltlichen Ebene auf die strukturelle. Zum Kernpunkt wurde die Frage der Chancengleichheit und die Möglichkeit ihrer Förderung. Faktisch ist die "Herstellung" von Chancengleichheit im nationalen und internationalen Maßstab nicht eindrucksvoll gelungen. Die Wirklichkeitsbeobachtung zum Nutzungsverhalten der "Abnehmer" selber ist in der Zwischenzeit zu einem methodologisch hoch entwickelten Forschungsbereich geworden, der in bedeutendem Maße von der Konstanzer Bildungsforschung angestoßen wurde. Dasselbe gilt auch für die Entwicklung evaluativer Forschungskompetenzen im Rahmen von Modellversuchen. Die pädagogischen Prioritäten haben sich dagegen wieder auf die personale und inhaltliche Ebene verlagert. (DIPF/Orig.) ; Empirical educational research, which has developed rapidly from 1965 onward, is part of a paradigm change in the science of education. After an almost exclusive dominance of normative attempts to build up the educational system, the factual situation of the educational system became, for the first time, the focus of systematic investigation. At the same time, the impetus of innovation changed from the personal and content level to the structural one. The issue of equal education opportunity became the focus of attention. But the realization of this ideal has not been very successful, neither on the national nor on the international level. In the meantime, careful scrutiny in describing and analyzing the "factual order" of the educational system has developed into a research activity of high professional standards. Educational research at the University of Constance has had a respectable share in this development. This also applies to the development of evaluative research competence in the context of educational experiments. But the normative preferences have changed again. Emphasis is now placed on the personal and curricular level of the educational process. (DIPF/Orig.)

The year 1968 has widely been viewed as the only major watershed moment during the latter half of the twentieth century. Rethinking Social Movements after '68 takes on this conventional approach, exploring the spaces, practices, organization, ideas and agendas of numerous activists and movements across the 1970s and 1980s. From the Maoist Communist League to the women's movement, youth center movement, and gay liberation movement, established and emerging scholars across Europe and North America shed new light on the development of modern European popular politics and social change