Suchergebnisse

Auf dem Hintergrund zunehmender Globalisierung und der offensichtlichen Vormachtstellung der USA befasst sich der Beitrag mit dem Konzept der Staatsbürgerschaft als notwendige Funktion für eine gesunde und integrative Demokratie. Neben einem historischen Abriss über klassische Formen und Ursprünge von Staatsbürgerschaft sowie über theoretische Diskurse von der Renaissance bis zur Gegenwart werden die Rolle des Nationalstaates und das Völkerrecht unter Globalisierungsbedingungen beleuchtet. An Anlehnung an Habermas wird hier die Beziehung von "ethnos" und "demos" in der Bildung moderner Nationalstaaten erörtert. Im abschließenden Teil werden auf der Basis verschiedenster Theorien (Nussbaum, Hardt und Negri, Bacevich) die Möglichkeiten für globale Staatsbürgerschaft im Rahmen von kultureller Differenz und Pluralismus untersucht. Darüber hinaus wird für eine neue bürgerliche Erziehung plädiert, die den neuen Realitäten des globalen Migrantenstromes Rechnung trägt. Am Ende steht die Frage, welche westlichen Vorstellungen von demokratischer Staatsbürgerschaft solche fundamental-religiösen Formen integrieren können, die seitens des islamistischen Fundamentalismus gegen den Westen gerichtet sind. (ICH).

Summarizes the results of studies of nine industrialized countries (US & Europe) in an effort to determine the effects of female education level & employment opportunities on family formation in a variety of cultural contexts. The results are interpreted here within the framework of Gary Becker's (1981) theories on marriage & family. In all countries examined, higher female education has had a profound effect on marriage & birth rates, but widely varying effects on cohabitation. It is concluded that increased female education only begins to delay marriage when cohabitation becomes an alternative route for emancipation from the parental household. 6 References. M. Wagner

British (Rampton Report 1981 & Swann Report 1985) & US studies on the interaction of schooling, race, & education are reviewed; more discussion of race & higher education has taken place in the US than in GB. The practice of teaching topics concerning race in the British social science courses is complex, due to the contested nature of race. Teaching race cannot really be addressed in full with either pluralist multiculturalist or essentialist forms of antiracist education. Using interview data from lecturers & students, possibilities for a synthesis of the two forms in GB are discussed, including issues of curriculum, the teacher's subject position, student backgrounds, & conflicts among students in the seminar room. M. Pflum

British (Rampton Report 1981 & Swann Report 1985) & US studies on the interaction of schooling, race, & education are reviewed; more discussion of race & higher education has taken place in the US than in GB. The practice of teaching topics concerning race in the British social science courses is complex, due to the contested nature of race. Teaching race cannot really be addressed in full with either pluralist multiculturalist or essentialist forms of antiracist education. Using interview data from lecturers & students, possibilities for a synthesis of the two forms in GB are discussed, including issues of curriculum, the teacher's subject position, student backgrounds, & conflicts among students in the seminar room. M. Pflum

The author goes beyond the transformation debate as far as it is related to the socio-political system turn in post-communist and post-apartheid countries and the accompanying thorough modernisation of subsystems like education. With reference to Alvin Toffler and Peter F. Drucker, he puts this (limited) transformation into the broader framework of major historical transformations since the Renaissance as well as of the contemporary comprehensive transformation process, labelled as a globalising, post-capitalist, post-materialistic or late-modern process. Basic features of the current neo-liberalist transformation are, as the author sees it, indirect (market-) control, liberalisation, deregulation and participation. In this contribution, he studies the general Agreement on Trade and services (GATS [1994], extending the general Agreement on Tariffs and Trade [GATT]) in the context of the existing nationally controlled education systems. GATS bans any discrimination against foreign suppliers of services including education. The article differentiates between the positive and negative effects of liberalisation, the breaking of monopolies, overprotection and over-regulation on the one hand and unrestricted marketising and economising by which political and economic power structures use their hegemonic position on the other hand. (DIPF/Orig.).

Established in 2005 as part of the German nestor competence network, the nestor "Qualification" working group addresses questions of training and education in digital preservation for a broad and heterogeneous target audience. We introduce the five core areas of activity of the working group, giving an overview of the lessons learned and an outlook on future developments. In particular, we focus on the cooperation in the field of initial vocational education and the development of shared curricidar modules in this area.

Die Autorin betrachtet in ihrem Beitrag die Religionspolitik der Türkei und zeigt auf, dass bestimmte Maßnahmen zu unbeabsichtigten Folgen für Religion und Bildungssystem führen können. Dabei ist es kein Zufall, dass diese Effekte geschlechtsspezifisch sind. So hat beispielsweise die Wiedereinführung religiöser Bildung den Schulbesuch insbesondere von jungen Mädchen verstärkt und die Marginalisierung von beruflichen Schulen eine größere Akzeptanz von Priesterinnen gefördert. Der Beitrag gibt nach einleitenden Anmerkungen zur gegenwärtigen Situation einen Überblick über die Bildungsreformen der frühen Türkischen Republik und geht dabei auch auf den Islamunterricht für Frauen ein. Anschließend widmet sich der den aktuelleren Entwicklungen und betrachtet Generationsunterschiede und Selektion im Priesterberuf. (ICA2).

Global & regional trade agreements have huge potential impacts on higher education around the world by promoting the commodification of higher education & its incorporation as an industry in the world trading system. Provisions for higher education in the General Agreement on Tariffs & Trade & the General Agreement on Trade in Services within the World Trade Organization are reviewed. The higher education industry has become increasingly important to the economy of the US & other countries & public higher education is increasingly subject to the rules of international trade. Trade liberalization helps other advanced countries to challenge US predominance in higher education. Among the barriers to trade in higher education are lack of student mobility, national licensing constraints, & visa & material restrictions. The emergence of new institutions (for-profit & corporate universities) & new delivery methods, eg, Internet-based learning, are discussed. Opposition to globalization may offset trade liberalization in higher education as well as in other industries. 1 Table, 61 References. M. Pflum

Global & regional trade agreements have huge potential impacts on higher education around the world by promoting the commodification of higher education & its incorporation as an industry in the world trading system. Provisions for higher education in the General Agreement on Tariffs & Trade & the General Agreement on Trade in Services within the World Trade Organization are reviewed. The higher education industry has become increasingly important to the economy of the US & other countries & public higher education is increasingly subject to the rules of international trade. Trade liberalization helps other advanced countries to challenge US predominance in higher education. Among the barriers to trade in higher education are lack of student mobility, national licensing constraints, & visa & material restrictions. The emergence of new institutions (for-profit & corporate universities) & new delivery methods, eg, Internet-based learning, are discussed. Opposition to globalization may offset trade liberalization in higher education as well as in other industries. 1 Table, 61 References. M. Pflum