Suchergebnisse

Global mobility and economic and political crises in some parts of the world have fuelled migration and brought new constellations of 'cultural diversity' to European classrooms (OECD 2019). This produces new challenges for teaching, but also for assessment in which cultural biases may have far-reaching consequences for the students' further careers in education, occupation and life. After considering the concept of and current research on 'culturally responsive assessment', we use qualitative interview data from 115 teachers and school leaders in 20 lower secondary schools in Austria, Ireland, Norway and Turkey to explore the thinking about diversity and assessment practices of teachers in the light of increasing cultural diversity. Findings suggest that 'proficiency in the language of instruction' is the main dimension by which diversity in classrooms is perceived. While there is much less reference to 'cultural differences' in our case studies, we found many teachers in case schools trying to adapt their assessment procedures and grading in order to help students from diverse backgrounds to show their competencies and to experience success. However, these responses were, in many cases, individualistic rather than organised by the school or regional education authorities and were also strongly influenced and at times, limited by government-mandated assessment regimes that exist in each country. The paper closes with a series of recommendations to support the further development of a practicable and just practice of culturally responsive assessment in schools.

From its inception, the Conference on Security and Cooperation in Europe (CSCE) provoked controversy. Today it is widely regarded as having contributed to the end of the Cold War. Bringing together new and innovative research on the CSCE, this volume explores questions key to understanding the Cold War: What role did diplomats play in shaping the 1975 Helsinki Final Act? How did that agreement and the CSCE more broadly shape societies in Europe and North America? And how did the CSCE and activists inspired by the Helsinki Final Act influence the end of the Cold War?

Exploring the visions of the end of the Cold War that have been put forth since its inception until its actual ending, this volume brings to the fore the reflections, programmes, and strategies that were intended to call into question the bipolar system and replace it with alternative approaches or concepts. These visions were associated not only with prominent individuals, organized groups and civil societies, but were also connected to specific historical processes or events. They ranged from actual, thoroughly conceived programmes, to more blurred, utopian aspirations — or simply the belief that the Cold War had already, in effect, come to an end. Such visions reveal much about the contexts in which they were developed and shed light on crucial moments and phases of the Cold War