Suchergebnisse

Der Begriff 'Bildungsferne' – in Deutschland eher auf politischer als auf wissenschaftlicher Ebene verwendet – beschreibt mehr als das Fehlen (höherer) formaler Bildungsabschlüsse und ist deshalb nicht gleichzusetzen mit Geringqualifizierung. In seinem Zusammenhang steht auch die Frage nach den Bildungschancen, d.h. dem Zugang zu Bildungsmöglichkeiten. Bildungsferne bezeichnet damit zunächst eine Benachteiligung in Bezug auf Bildungschancen, v.a. gegründet auf soziodemographische Faktoren, wie soziale Herkunft und Sozialisation, regionale Herkunft, Migrationshintergrund, Alter, Behinderung etc. Wenn von bildungsfernen Gruppen die Rede ist, wird jedoch außerdem zumeist auf wirtschaftliche schwache, gering qualifizierte, lernungewohnte Bevölkerungsgruppen Bezug genommen, für die der Zugang zu (Weiter-)Bildungsmöglichkeiten aufgrund ihrer sozialen und ökonomischen Voraussetzungen eingeschränkt ist und in deren sozialen Milieus Bildung einen geringen Stellenwert einnimmt. m Rahmen eines interkulturellen Lehr-Forschungs-Projektes der Friedrich-Schiller-Universität Jena und der Eötvös-Loránd-Universität Budapest wurde in einer in beiden Ländern geführten empirischen Studie untersucht, ob Frauen in den beiden untersuchten Ländern eine bildungsferne Gruppe ausmachen, inwieweit Frauen in der ungarischen und der deutschen Gesellschaft heute noch benachteiligt sind und wie Bildung einer evtl. Benachteiligung entgegenwirken kann? Dazu wird zunächst die Situation von Frauen in der ungarischen und der deutschen Gesellschaft dargestellt und durch Gespräche mit Vertretern der Arbeitsämter sowie durch die Vorstellung von Bildungsangeboten speziell für Frauen in den beiden Ländern Antwort auf die Fragen gesucht. Weitere von anderen Gruppen in diesem Zwei-Länder-Projekt untersuchte Fragestellungen waren: o Potenziale des Alterns (http://www.db-thueringen.de/servlets/DocumentServlet?id=9749) o Fremdsprachenerwerb in der Erwachsenenbildung (http://www.db-thueringen.de/servlets/DocumentServlet?id=9894) *************************** ; The notion 'Bildungsferne' (appr. distance to learning), which is in Germany rather used on a political than on a scientific level, mainly describes the lack of (higher) formal educational achievements and is therefore not the same as lower qualification. Furthermore questions regarding the access to educational opportunities arise when examining this notion. First of all 'Bildungsferne' means discrimination with regard to educational opportunities, mainly based on sociodemographic factors, such as social background and socialization, regional provenance, migration background, age, disability, etc. When considering groups distal to learning one usually refers to people who are deprived, less qualified and who are not used to learning (anymore). Due to their social and economic prerequisites and because of the minor role which education plays within their social environment access to (further) educational opportunities is less important for this population group. In the context of an intercultural research project, which was realized by the Friedrich Schiller University of Jena and the Eötvös Loránd University of Budapest, it was examined, with the help of an empirical survey that was conducted in both countries, if women in both countries can be regarded as a group which is distal to learning, in how far women are still discriminated within the Hungarian and German society and in which way can education work against possible discrimination? Therefore the situation of women in the Hungarian and German society will be described and with the help of interviews, done with representatives of the respective employment centre, as well as the presentation of special educational opportunities for women, these questions will be answered. Further questions considered throughout this intercultural research project were: o Potentials of Senior Age (http://www.db-thueringen.de/servlets/DocumentServlet?id=9749) o How can adults learn foreign languages? (http://www.db-thueringen.de/servlets/DocumentServlet?id=9894) ***************************

The fragmentation of the Montenegrin society is significant, in terms of identities, ethnic groups and political values as well. However, the subsidized nature of the alternative of joining the EU is significant and almost unified, which can not be stated in the case of the NATO membership at all. The above mentioned fragmentation goes also with strong political division but the internal conflicts of the past 20 years have not led to violent occurrences, civil war, which can be considered a remarkable phenomenon among the Western-Balkan relations. The country is characterized by organized crime, nepotism, the presence of clan-like phenomena, corruption and the underdevelopment of democratic culture. Among the tasks of Montenegro regarding its accession to the EU, besides strengthening the jurisdiction, reducing the political nature of the administration, the fight againstorganized crime and in this context the elimination of the extensive corruption are prominently included.

The EU is bound to respect the national identities of Member States. States might, at occasions, define their national identities in ways that breach inclusive constitutional values (e.g. equality) protected under TEU Article 2. The assumption behind the recognition of diverse constitutional identities is the peaceful coexistence of both, which is challenged by illiberal national developments. Instead, we see a zero-sum game between the constitutional recognition of exclusive values (e.g. dominant ethnicity or religion) and inclusive constitutional values; every gain by the proponents of emergent authoritarianism translates to a loss on the side of constitutional democracy. While exclusive norms appear in virtually every constitutional system, a critical mass of exclusive values can lead to the hollowing out of a democratic order, both on the national and on the supranational level. To try to draw the line where this shift happens, we are relying on the limits of toleration, and recognition, of exclusive norms and identity elements of minority communities in liberal theories of multiculturalism (e.g. Raz, Taylor, Kymlicka). We think that the case of illiberal minorities raise structurally similar theoretical questions, insights, and experiences than the dilemma defined above, the challenge of illiberal Member States undermining EU fundamental values.

The aim of this article is to explore the various ways in which people represent social groups. The author shows that a prominent role in such processes is played by psychological essentialism. People represent some of their social identities as inherent qualities that are based on the sharing of a presumed 'essence': something unobservable, diffi cult to remove, irreversible, and causally responsible for overt behaviours. Empirical evidence suggests that no particular causal process of essence acquisition is constitutive for essentialism in folk models of society. Some authors believe that folk essentialism is necessarily connected with the presumed innateness of an essence (its biological transmission across generations). Innate potential and biological inheritance, however powerful they may be for the human cognitive mind in the domain of folk models for biology, are far from necessary in essentialist folksociological classifications. Essentialism in folk sociology is not defined by any particular causal process of essence acquisition. Even when it is possible to detect that a given group of people claim the innate essence of a particular folk sociology, it is always necessary to look for other features of essentialism (inherence, sharp boundaries, the immutability of identity, etc.). The article reviews some influential cognitive proposals concerning folk models of society (Astuti, Gil-White, Hirschfeld) and ethnicity, and provides arguments and empirical evidence collected in Western Ukraine in support of the claim that presumed innateness is not the constitutive part of folk models of society, let alone of psychological essentialism.

The Lisbon revision of the primary law led to the confirmation of the pre-existing Commission's commitment to carry out 'broad consultations' while preparing European legislative acts. The aim of this article is to elucidate formulation of the Commission's public consultation practice and evaluate positions of the interest groups to the Commission's strategy. The attention is accorded to the analysis of the consultation's level of formalization and inclusivity, the two principal consultation' components. The analysis is built upon the study of the selected interest groups' positions brought forward during the years 2002-2012 and upon the reaction of the Commission to the interest groups' feedback. The available empirical data suggests that the interest groups appreciated the introduction of the minimum standards for consultation, however, they have been steadily alerting to their frequent breach and arbitrary application. Adapted from the source document.