Suchergebnisse

Themenfelder der Pädagogik der frühen Kindheit stehen zunehmend im Blickpunkt der Forschung. Deutlich wird dies an einer inzwischen großen Zahl an empirischen Studien, die sich zu vielschichtigen und bisweilen unübersichtlichen Forschungsbeständen verdichtet haben. Mit dem Handbuch empirische Forschung in der Pädagogik der frühen Kindheit wird diese Entwicklung aufgegriffen, indem von Fachexpertinnen und Fachexperten zu ausgewählten Themenfeldern der Pädagogik der frühen Kindheit der aktuelle Stand der empirischen Forschung in Deutschland wie auch wichtige internationale Forschungsbefunde überblicksartig aufgezeigt werden. Das Handbuch empirische Forschung in der Pädagogik der frühen Kindheit richtet sich als Übersichtswerk an Studierende, Lehrende und Forschende, die sich an Universitäten, Hochschulen und außerhochschulischen Instituten mit frühpädagogischen Themen auseinandersetzen. Zudem richtet sich das Handbuch an Personen in verantwortlichen bildungspolitischen und fachpraktischen Positionen, die sich fundiert über den Forschungsstand zu bedeutsamen frühpädagogischen Themenbereichen informieren wollen.

Contributors -- Chapter 1: Participation in organizations and institutions across the life course -- PART I Early Childhood -- Chapter 2: Agency and participation: A critique of the epistemological, psychological, pedagogical and ethical premises -- Chapter 3 -- Democracy Education in German Early Childhood Education Institutions – Empirical Research Results -- PART II Middle Childhood -- Chapter 4: Constructing the Neoliberal Citizen: An Ethnographic Investigation of Corporatized Practices in Education -- Chapter 5: Democracy and civics participation through youth forums in schools – reflections on practice -- Chapter 6: Creating "Thinking Pro" for High School Teachers and Students: Two cases of a local-news-driven curriculum in English and Social Studies classrooms -- PART III Young Adulthood -- Chapter 7: Democracy learning through participation in upper secondary education in schools and regulated company training -- Chapter 8: Participation and identity development in a multicultural academic context in the higher education institutions: Palestinian-Arab social work students in Israel -- Chapter 9:Youth on the Move? On the Transformation of Political Engagement in the Second Modernity -- PART IV Adulthood -- Chapter 10 -- Workplaces as learning environments: How participative practices in enterprises provide learning opportunities for employees' democracy relevant orientations and behaviors -- Chapter 11: Organization and Participation. Aspects of a Dialectical Relationship -- PART V Advanced Adulthood and Old Age -- Chapter 12: Participation and civic engagement in Scotland: the importance of contributions from older adults -- Chapter 13 -- Democratic Care in Nursing Homes Responsive Evaluation to Mutually Learn about Good Care.

This book discusses opportunities and limitations to democratic participation in institutions and organizations across the life course. It demonstrates that democratic participation is not something that is learned once and for all and applied in formal political settings, but something that is lived every day throughout life in various contexts. Institutions and organizations frame human lives and strongly determine the ability to participate and co-determine their communities. They are places for learning, deliberation and the development of the common good. The book conceptually and empirically analyses the potential of democratic participation within various institutions. The contributions range from early childhood institutions, schools, youth programs, workplaces, and vocational education to cultural organizations and nursing homes for the elderly. The book thereby provides a cross-sectional and interdisciplinary knowledge base to inspire future research and practical efforts to promote democratic participation within and across institutions around the world.

Intro -- Contents -- Chapter 1: Participation in Organizations and Institutions Across the Life Course -- 1.1 The Meaning of Participation -- 1.2 Participation and Life Course -- 1.2.1 Lifelong and Life-Wide Participation -- 1.2.2 Life-Course Regimes and Institutions -- 1.3 Challenges to Participation -- 1.4 Structure of the Book -- References -- Part I: Early Childhood -- Chapter 2: Agency and Participation: A Critique of the Epistemological, Psychological, Pedagogical, and Ethical Premises -- 2.1 Introduction -- 2.2 Epistemological Critique of the Concept of Agency -- 2.3 Constraints from a Developmental Psychology Point of View -- 2.4 Critique of the Agency Concept in Educational Theory -- 2.5 Ethical Issues Related to Child Agency -- 2.6 Concluding Remarks -- References -- Chapter 3: Democracy Education in German Early Childhood Education Institutions: Empirical Research Results -- 3.1 Introduction -- 3.2 Theoretical Assumptions of the Research Project -- 3.3 Research Design -- 3.4 Results I: Participation in the Light of Basic Tensions Between Deliberative Democracy and Democracy of the Experts -- 3.5 Results II: Children's Democratic Participation -- 3.6 Results III: Children's Satisfaction with Democratic Processes -- 3.7 Summary -- 3.8 Our Study Discussed from an International Research Perspective -- References -- Part II: Middle Childhood -- Chapter 4: Constructing the Neoliberal Citizen: An Ethnographic Investigation of Corporatized Practices in Education -- 4.1 Introduction -- 4.2 Power and Principles of Schools Serving the Poor -- 4.3 Democratic Citizenship, Charter Schools, and Social Justice -- 4.4 Neoliberal Citizenship and Schooling for Disadvantaged Populations -- 4.5 Charter School Management Organizations (CMOs): Cultures of Accountability and Performativity -- 4.6 Institutional Practices and Constructing the Neoliberal Citizen.

"For many decades, there have been numerous grants to pave the way for women into technical careers and higher positions. The ""glass door"" could thereby break in many
areas.
On the other hand, the proportion of men in educational professions is steadily decreasing (elementary school about 8%) or traditionally very low (kindergarten 1%). In the past, this challenge has received too little attention from gender policy.
That should change." - "
Seit vielen Jahrzehnten gibt es zahlreiche Förderungen, um Frauen den Weg in technische Berufe und höhere Positionen zu ebnen. Die "gläserne Tür" konnte dadurch in vielen
Bereichen durchbrochen werden.
Auf der anderen Seite nimmt der Männeranteil in erzieher-ischen Berufen stetig ab (Volksschule rd. 8%) oder bleibt traditionell sehr gering (Kindergarten 1%). In der Ver-gangenheit wurde diese Herausforderung von der Geschlechterpolitik zu wenig beachtet.
Das soll sich ändern."