Sammelwerksbeitrag(gedruckt)#312016
Textbook policies in Hungary (1990-2015)
In: Schulbücher auf dem Prüfstand., S. 116-117
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Sammelwerksbeitrag(gedruckt)#322014
History of education beyond the nation?: Trends in historical and educational scholarship.
In: Connecting histories of education. Transnational and cross-cultural exchanges in (post-)colonial education., S. 11-26
Sammelwerksbeitrag(gedruckt)#332010
How should we raise our son Benjamin?: Advice literature for mothers in early twentieth-century Germany.
In: Raising citizens in the "century of the child". The United States and German Central Europe in comparative perspective.
Sammelwerksbeitrag(gedruckt)#342010
Asserting their "natural right": Parents and public schooling in post-1945 Germnay.
In: Raising citizens in the "century of the child". The United States and German Central Europe in comparative perspective.
Sammelwerksbeitrag(gedruckt)#352007
The humanities in Germany after 1933: Semantic transformations and the nazification of the disciplines.
In: Nazi Germany and the humanities., S. 14-20
Sammelwerksbeitrag(gedruckt)#362007
English and Romance studies in Germany's Third Reich
In: Nazi Germany and the humanities., S. 362-364
Sammelwerksbeitrag(gedruckt)#371997
The evolution of British immigration policy
In: Einwanderungsland Bundesrepublik Deutschland in der Europäischen Union: Gestaltungsauftrag und Regelungsmöglichkeiten?, S. 123-137
Sammelwerksbeitrag(gedruckt)#381986
Orthodox jewry in Germany: the final stages
In: Die Juden im nationalsozialistischen Deutschland, S. 75-93
Sammelwerksbeitrag(gedruckt)#391997
Two Stories, Three Lovers, and the Creation of Meaning in a Black Lesbian Autobiography
Black lesbian Audre Lorde (1982) produced a literary diary in which the boundaries between fiction & reality are blurred to evoke the strong relationship between the writer-autobiographical- & reader-self. It is shown that this form of writing allows a special kind of relationship to be forged between reader & text, as the boundaries between them are eroded. Five days of a personal diary are presented to demonstrate the interaction between text & author. As chapters of Lorde's book are read, questions, feeling, thoughts, arguments, & desires are spurred in the reader, which in turn compel her to write her own story. This interaction produces a kind of deep reflection on the author's status as a black lesbian feminist, which, while not formed in an academic structure, nonetheless serves to open new terrains for expressing one's feelings & ideas. 20 References. D. Ryfe
Sammelwerksbeitrag(gedruckt)#402016
Approval procedures of textbooks in Norway
In: Schulbücher auf dem Prüfstand.
Sammelwerksbeitrag(gedruckt)#412016
"Education in military activities" in Czechoslovak elementary schools during the 1970s and 1980s
In: Jugend in der Tschechoslowakei. Konzepte und Lebenswelten (1918 - 1989); Vorträge der Tagung des Collegium Carolinum in Bad Wiessee vom 7. bis 10. November 2013.
Sammelwerksbeitrag(gedruckt)#422016
The implementation of Vatican II's vision on non-Christian religions and cultures in Belgian Catholic religion textbooks for secondary education (1950-1970): A case study on the relationship between the Catholic Church and religious education in Belgium.
In: Schulbücher auf dem Prüfstand., S. 217-219
Sammelwerksbeitrag(gedruckt)#432016
History textbooks for primary schools in Serbia 1945-2015 under the influence of ideological state demands
In: Schulbücher auf dem Prüfstand., S. 183-184
Sammelwerksbeitrag(gedruckt)#442014
Towards a global history of education: Alternative strategies.
In: Connecting histories of education. Transnational and cross-cultural exchanges in (post-)colonial education., S. 27-40
Sammelwerksbeitrag(gedruckt)#452013
From a "social problem" to a "cultural challenge" to the national welfare state: immigration and integration debates in Denmark 1970-2011
In: Citizenship and identity in the welfare state, S. 165-188