Suchergebnisse

Im Mittelpunkt des Forschungsinteresses steht die Frage: Wenn die Probleme der Förderung lernschwacher Schüler so klar erkennbar sind, warum werden dann nicht mehr geprüfte, strukturierte Programme und Maßnahmen entwickelt und wissenschaftlich begleitet, um sowohl Lehrkräfte in ihrer täglichen Arbeit zu unterstützen (und zu entlasten) als auch die schwachen Lerner ganzheitlich zu fördern? Viele Schulen beschreiten bereits solche Wege (teils mit wissenschaftlicher Begleitung und mithilfe gegliederter Fortbildungsprogramme) und haben innerhalb ihrer Kollegien Ideen zielführend umgesetzt. Sinnvoll wäre hier ein verstärkter, öffentlicher und interdisziplinärer Austausch über Erfolge, Fehlschläge und Weiterentwicklungen z. B. in Form der Bildung schulübergreifender Netzwerke, in dem die Förderung lernschwacher Schülerinnen und Schüler einen Schwerpunkt bilden könnte und damit das Prinzip der Kooperation aller beteiligten Institutionen und Personen ebenfalls erfüllt wäre wie z. B. im Förderprogramm für Kinder und Jugendliche mit Migrationshintergrund FörMig. Es bleibt letztlich zu hoffen, dass dieser Austausch z. B. mit der Gründung interdisziplinärer Foren, Konferenzen und vielfältiger Veröffentlichungen in den kommenden Jahren ansteigt und sich fruchtbar in die Schulen integrieren lässt. (ICF)

This article examines how the complexities of the Sudeten German expulsion and resettlement of the former Sudetenland spawned the notion that certain groups of people were unreliable or suspicious and, therefore, unwanted inhabitants. The intolerance and suspicion that setters, local and central officials, and others voiced toward different groups and actions directly related to the expulsion of Germans. The rapid influx of new settlers in search of German property and social mobility had a destabilizing effect on the region as well. The category of unwanted elements changed over time and reflected not necessarily the arrival of particular people but the problems unleashed by expulsion and settlement. The emergence of this category demonstrates how ethnic cleansing affected not only the targeted ethnic group but also how that process transformed people and places. This article offers new insights into the increasing body of literature on this topic in Central and Eastern European history by expanding the focus beyond Czechs and Germans. By examining a range of different sources, it also demonstrates that local actors as much as central ones created and sustained repressive attitudes in the borderlands.

This article explores some of the challenges facing teacher education and how glocality as a concept can be used toward a Glocally sustaining pedagogical framework for teacher education. Higher education has long espoused particular commitments to the preparation of educations that appear, to us, to fall short in their ability to be followed. The areas of disconnect are amplified by snowballing tensions within higher education settings, a range of hyperbolic political discourses, and a resistance both in society generally and higher education to engaging difference in meaningful and authentic ways. A framework of Glocally sustaining pedagogy (GSP) takes as its skin a realist approach that sees no greater value to perspectives and contexts that are global over those that are local, recognizing that every local is connected in a global network of connectivity. In this piece we aim to outline the challenges, using culturally relevant pedagogy, as an example. We then provide an understanding of the meaning of glocality that will serve to pose a five-question frame that we might understand as a GSP.

This article draws upon the cross-continental experiences of teacher educators in Australia, Germany, and the United States to contextualize and connect localized experiences in each country in the education and training of teachers as glocal phenomena. Through a glocal lens, the paper suggests that the dynamics working against the successful education and training of teachers are multifaceted, locally significant, and globally consistent. Two relevant areas are considered, resonating in both the local contexts of the authors and in their global reach, connectivity, and consistency: 1) internal university resistance and fighting over funding, status, and role and 2) over-reliance on market economies that depend on cheap labor fuelled by nationalism, neoliberalism, and xenophobia. The authors address issues related to enrolment, reduction, and accreditation within university-based teacher education and training pro- grams as particular areas of common complexity before yielding to discussion of the effects of those concerns situated within neoliberalism and neo-nationalism. The glocalized analysis and critical approach ta- ken by the authors serve as foils to combat the negative scenario that encapsulates the education and training of teachers. Finally, questions are framed to help readers join in the broader discussion in their particular contexts, extending the capacity for democratic dialogue.