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INTERACT - Researching Third Country Nationalsメ Integration as a Three-way Process - Immigrants, Countries of Emigration and Countries of Immigration as Actors of Integration ; In Denmark immigration has been politically very salient, and since the mid-1990s immigration has been negatively associated with the rising numbers of Muslims in the population. Integration policies over the last fifteen years have become increasingly comprehensive and thickly textured, focusing not only on labour market participation and education, but also on the civic dimensions of social and political participation, liberal-democratic norms and substantial welfare-state egalitarianism, as well as identity and loyalty. Local municipalities are responsible for the implementation of most policies and generally adopt a pragmatic approach. Since 2011, when a social-democratic-led government came to power, integration policies have become less politicized. Various programs, hitherto collected in one designated Ministry of Integration have now been placed under different ministerial jurisdictions and are connected, more than previously, to existing programs that target vulnerable citizens. ; INTERACT is co-financed by the European University Institute and the European Union.

Queen's University Belfast, UK In this article the authors argue that qualitative inquiry in social work can gain a clear-sighted awareness of the social world by aligning a methodological approach, Interpretative Phenomenological Analysis, with a sociological theory of agency and structure, the Theory of Social Domains. The authors contend that this alignment equips the researcher with an understanding of both the psychological and sociological dimensions of existence – its ontological depth and width. A case for this alignment is made, first, by setting out the theoretical and methodological foundations of both approaches and then, second, proffering a conceptual bridge between them through their shared interest in social phenomenology. The remaining part of the article goes on to consider how this alignment provides a theoretical and methodological substratum for qualitative investigations into social work where anti-oppressive research practice is to the fore.

This article is based on an ethnographic field study in a successful adventure eco-tourism in Nepal to explore, how social entrepreneurs practice sustainable development in this field. The qualitative data-material was analyzed from a critical hermeneutical approach. In order to engage in a qualified critical-academic discussion regarding sustainable development, the article reviews perspectives on currently discussed multi-dimensional sustainability models. These models represent the idea that sustainability can be developed with an eye to the dynamics between society, environment, and economy, popularly known as "the three Ps": People, Planet, Profit. The three Ps-perspective was carried into the analysis of the case-organization, giving empirical examples of how sustainability is practiced, giving practice perspectives from: Articulation of fundamental values put into action; perspectives on global knowledge exchange regarding climate beneficial initiatives; and lastly an educational ambition found in the interactions with local community as well as global educational and political network. Based on examples and critical insight into current sustainability models, the article concludes that social entrepreneurs in adventure eco-tourism applies entrepreneurial behavior and understandings of balancing values from an embedded economic conviction, which supports a conscious practice as green ambassadors. Furthermore, that educational activities are applied as tool for change. ; This article is based on an ethnographic field study in a successful adventure eco-tourism in Nepal to explore, how social entrepreneurs practice sustainable development in this field. The qualitative data-material was analyzed from a critical hermeneutical approach. In order to engage in a qualified critical-academic discussion regarding sustainable development, the article reviews perspectives on currently discussed multi-dimensional sustainability models. These models represent the idea that sustainability can be developed with an eye to the dynamics between society, environment, and economy, popularly known as "the three Ps": People, Planet, Profit. The three Ps-perspective was carried into the analysis of the case-organization, giving empirical examples of how sustainability is practiced, giving practice perspectives from: Articulation of fundamental values put into action; perspectives on global knowledge exchange regarding climate beneficial initiatives; and lastly an educational ambition found in the interactions with local community as well as global educational and political network. Based on examples and critical insight into current sustainability models, the article concludes that social entrepreneurs in adventure eco-tourism applies entrepreneurial behavior and understandings of balancing values from an embedded economic conviction, which supports a conscious practice as green ambassadors. Furthermore, that educational activities are applied as tool for change.

Youth of all ages are indicating an interest in starting a business. However, few classes on business start-up and management are available. Young people who are actively engaged in learning business management concepts also develop life skills such as decision making, communicating, and learning to learn. Studies have shown that youth who are in participatory, entrepreneurship classes develop a positive attitude toward starting a business. This article addresses how the experiential learning model provides an opportunity for youth to develop entrepreneurial skills. The entrepreneurial learning model is a learning process of doing, reflecting, and then applying.

Benachteiligte Jugendliche in der Berufsvorbereitung haben nur selten die Chance auf Auslandsaufenthalte, weil sie im Übergangssystem kaum vorgesehen sind. Das deutsch-dänische Projekt JUMP ermöglicht Jugendlichen mit "schwerem biografischen Gepäck" diese Erfahrung. Der Projektband stellt 10 Fallstudien vor, verknüpft mit wissenschaftlichen Einordnungen zur Übergangsförderung und zur Arbeit mit benachteiligten Jugend-lichen aus einer lebenswelt- und subjektorientierten Perspektive. Im Mittelpunkt der Fallstudien stehen die Berichte über Mobilitätserfahrungen, Verunsicherungen und Hoffnungen, die mit einem Auslandspraktikum zusammenhängen. Diese subjektive Perspektive jugendlicher Lebens- und Lernwelten ist in der pädagogischen Fachliteratur bisher wenig präsent. Auf der wissenschaftlichen Ebene werden pädagogische Praxisthemen wie Übergangsförderung benachteiligter Jugendlicher und europäische Förderprogramme sowie theoretische Fragen wie Differenzen zwischen normativen Setzungen und individuellen Möglichkeiten, Reproduktion sozialer Ungleichheit im Bildungssystem und Folgen europäischer Bildungspolitik angesprochen. Die Kombination aus Fallstudien und rahmender Theorie liefert einen wertvollen Beitrag für die systematische Reflexion von Bildungsungleichheit und Anregungen für die Förderung von Bildungsmobilität.

Benachteiligte Jugendliche in der Berufsvorbereitung haben nur selten die Chance auf Auslandsaufenthalte, weil sie im Übergangssystem kaum vorgesehen sind. Das deutsch-dänische Projekt JUMP ermöglicht Jugendlichen mit "schwerem biografischen Gepäck" diese Erfahrung. Der Projektband stellt 10 Fallstudien vor, verknüpft mit wissenschaftlichen Einordnungen zur Übergangsförderung und zur Arbeit mit benachteiligten Jugend-lichen aus einer lebenswelt- und subjektorientierten Perspektive. Im Mittelpunkt der Fallstudien stehen die Berichte über Mobilitätserfahrungen, Verunsicherungen und Hoffnungen, die mit einem Auslandspraktikum zusammenhängen. Diese subjektive Perspektive jugendlicher Lebens- und Lernwelten ist in der pädagogischen Fachliteratur bisher wenig präsent. Auf der wissenschaftlichen Ebene werden pädagogische Praxisthemen wie Übergangsförderung benachteiligter Jugendlicher und europäische Förderprogramme sowie theoretische Fragen wie Differenzen zwischen normativen Setzungen und individuellen Möglichkeiten, Reproduktion sozialer Ungleichheit im Bildungssystem und Folgen europäischer Bildungspolitik angesprochen. Die Kombination aus Fallstudien und rahmender Theorie liefert einen wertvollen Beitrag für die systematische Reflexion von Bildungsungleichheit und Anregungen für die Förderung von Bildungsmobilität.