Nach dem Ende des Osmanischen Reichs und der Gründung der Türkischen Republik 1923 wurde zur Transformation von Staat und Gesellschaft eine Reihe radikaler Reformen eingeleitet. Säkularisierung, Demokratisierung und Nationalisierung sollten zu einer Modernisierung der Gesellschaft führen. Eine der wichtigsten Maßnahmen galt dabei der Vereinheitlichung und Reformierung von Erziehung und Schule. Durch international bekannte Experten, ihr pädagogisches Wissen und ihre Erfahrungen erhoffte man sich Unterstützung beim Auf- und Ausbau eines nationalen Bildungswesens. Der erste der in das Land eingeladenen Bildungsexperten war John Dewey. Seine Türkeireise 1924 wie auch seine Berichte und Empfehlungen haben zu zahlreichen Forschungsarbeiten geführt, die aus unterschiedlichen Perspektiven den Einfluss Deweys auf das türkische Bildungswesen zu erfassen versuchen. Der folgende Beitrag beschäftigt sich mit der Frage, welche Einflüsse und Wirkungen auf Bildungs- und Erziehungsvorstellungen in der Türkei Dewey zugeschrieben wurden, und überprüft diese Zuschreibungen unter methodologischen Gesichtspunkten in einem breiter angelegten transnationalen historischen Kontext. (DIPF/Orig.)
Dokumentiert wird der 2. Bundeskongreß der Arbeitslosen - und Sozialhilfe-Empfängerinitiativen zu dem im Juni 1988 ca. 2000 Personen kamen, die etwa 1000 Initiativen vertraten. Das Motto "Wir kämpfen um das, was wir brauchen - Gemeinsam gegen Arbeitslosigkeit und Armut" spiegelt die Situation der Initiativen wider, die sich nach zunächst spontanem Protest als Bewegung konsolidieren und die Zusammenarbeit mit anderen gesellschaftlichen Gruppen anstreben. (AuD-Wil)
Die Gründung der Industriegewerkschaft Medien, Druck und Papier, Publizistik und Kunst (IG Medien) in der Bundesrepublik ist eine Reaktion auf den Medienstaatsvertrag vom 3.4.1987, der den Einstieg privater Konzerne in den Bereich der elektronischen Medien regelt. Die Positionen der Mediengewerkschaft im Hinblick auf die Entstehung von Multimediakonzernen, die Frage der Informationsbedürfnisse, die "demokratische Einflußnahme auf die Bewußtseinsindustrie", den öffentlich-rechtlichen Rundfunk, die Tendenzschutzbestimmungen des Betriebsverfassungsgesetzes, Pressefreiheit und journalistische Arbeit werden anhand des Gründungsprogramms dargestellt. (AuD-Hng)
"Trotz höherer Bildungsabschlüsse, intensiverer Bewerbungsbemühungen und größerer Flexibilitätsbereitschaft erhalten Mädchen doppelt so häufig Absagen der Betriebe auf ihre Bewerbungen wie Jungen." Der Autor beschreibt verschiedene Reaktionen von Mädchen und Frauen auf ihre berufliche Benachteiligung: resignieren, qualifizieren, reklamieren. Die berufsfachliche Motivation vieler Mädchen stößt jedoch auf die Schranken des nach Geschlecht segmentierten Arbeitsmarktes, dessen sich auf den Berufsverlauf negativ auswirkende Merkmale (Arbeitsinhalte und -belastung, Lohn, Aufstieg) am Beispiel der Ausbildungsberufe "Friseurin" und "Verkäuferin" verdeutlicht werden. (IAB2)
In: Øland , T , Haenggeli-Jenni , B , Mayer , C & Helmich , K 2015 , ' Women Progressive Educators: Their Role in The Transition Process of Educational Methods (1920-1940) : Panel in Network 17 - Histories of Education ' , ECER: European Conference on Educational Research , Budapest , Hungary , 08/09/2015 - 12/09/2015 .
During the interwar years, the New Education Fellowship (NEF) assembled all those who thought that a large educational reform would be able to transform society towards peace and justice. This international association was the link between hundreds of professionals who worked as teachers, educationalists, psychologists, biologists, medical doctors in order to better child's education, teaching methods and school success. In order to create a common language and action, the NEF organized congresses every two years and published journals in several languages. Among its members, many women – teachers, principals, writers, etc. – took part to the international congresses, wrote in its journals or published review in their country, and were delegates in the NEF International Committee. In parallel, they were activists among other international networks such as feminist associations, political or religious groups, and child welfare organizations. This panel will study some of these women who were deeply involved in promoting New Education at national and international levels. Through the analysis of their training, professional activity, social relations and editorial work, we will show their role in the circulation and promotion of New Education principles. We will be attentive to their action inwards and outwards the educational networks. We will focus on three women who were delegates in the NEF International Committee and who edited pedagogical journals in their country. They acted as relay actors or exchange platforms for the International Bureau of Education in Geneva, which centralized information and documentation about educational research and progressive methods around the world. This symposium is based on works in history of education (Brehony, 2004; Del Pozo Andrés, 2009; Oelkers, 2005), but also on those in history of women international activism (Rupp, 1997; Wiesner-Hanks, 2011 ; Fitzgerald & Smyth, 2014 ; Jensen & Kuhlman, 2010). The papers of this panel will use the concepts and methodological approaches of transnational history (Saunier, 2004 ; Clavin 2005) in order to question the transition process with regard to educational methods at an international level. They will examine the role of women in this process, especially those located in Eastern Europe, focusing on their strategies to transfer new educational methods to their compatriots. ; During the interwar years, the New Education Fellowship (NEF) assembled all those who thought that a large educational reform would be able to transform society towards peace and justice. This international association was the link between hundreds of professionals who worked as teachers, educationalists, psychologists, biologists, medical doctors in order to better child's education, teaching methods and school success. In order to create a common language and action, the NEF organized congresses every two years and published journals in several languages. Among its members, many women – teachers, principals, writers, etc. – took part to the international congresses, wrote in its journals or published review in their country, and were delegates in the NEF International Committee. In parallel, they were activists among other international networks such as feminist associations, political or religious groups, and child welfare organizations. This panel will study some of these women who were deeply involved in promoting New Education at national and international levels. Through the analysis of their training, professional activity, social relations and editorial work, we will show their role in the circulation and promotion of New Education principles. We will be attentive to their action inwards and outwards the educational networks. We will focus on three women who were delegates in the NEF International Committee and who edited pedagogical journals in their country. They acted as relay actors or exchange platforms for the International Bureau of Education in Geneva, which centralized information and documentation about educational research and progressive methods around the world. This symposium is based on works in history of education (Brehony, 2004; Del Pozo Andrés, 2009; Oelkers, 2005), but also on those in history of women international activism (Rupp, 1997; Wiesner-Hanks, 2011 ; Fitzgerald & Smyth, 2014 ; Jensen & Kuhlman, 2010). The papers of this panel will use the concepts and methodological approaches of transnational history (Saunier, 2004 ; Clavin 2005) in order to question the transition process with regard to educational methods at an international level. They will examine the role of women in this process, especially those located in Eastern Europe, focusing on their strategies to transfer new educational methods to their compatriots.