Suchergebnisse

Der Beitrag untersucht, in welcher Weise die gesellschaftliche Sicht auf Kinder von der Wahrnehmung, Kinder seien Schulkinder, beeinflusst wird. Darüber hinaus geht es auch um den Einfluss der Institution Schule selbst auf die außerschulischen Aktivitäten von Kindern. Außerdem werden Konzepte der Schulforschung und Kindheitsforschung der vergangenen Jahre diskutiert, die sich mit einer erweiterten Perspektive auf Kinder befasst haben, vor allem im Zusammenhang mit dem Thema der Chancengleichheit sowohl im Bereich der schulischen als auch außerschulischen Aktivitäten. Bei den Betrachtungen geht es um die Forderung an die Soziologie und Bildungsforschung, Schule nicht isoliert zu betrachten, sondern sie immer auch in Beziehung zu setzen zu informellen Lernprozessen. Anhand von rund vierzig Fallstudien in der westlichen Bundesrepublik wird die Filterwirkung der Schule aufgezeigt, die besagt, dass das Denken und Tun von Kindern auch außerhalb der Schule von schulischen Normen beeinflusst wird. Wünschenswert wäre in dieser Hinsicht eine gegenseitige Befruchtung der Schulforschung und der soziologischen Kindheitsforschung. (ICH).

Der Autor betrachtet in seinem Beitrag die religiöse Erziehung und den Religionsunterricht in den Elementarschulen Dänemarks. Das Land ist von einer engen Verbindung zwischen Staat und protestantischer Kirche geprägt. In den letzten zwanzig Jahren ist das staatliche Programm zur religiösen Erziehung ausgeweitet worden auf das Studium nicht-christlicher Religionen während man im Grundsatz im Mainstream des lutherischen Christentums verblieben ist. Der Autor nimmt eine Analyse der Paradoxie zwischen der Bewahrung "der" christlichen dänischen Werte und der multireligiösen Gesellschaft vor. Der Beitrag betrachtet zunächst den historischen und gegenwärtigen religiös-politischen Kontext und wirft dann einen Blick auf das Bildungswesen, bei dem er die "Folkeskolen" und die religiöse Erziehung in den "elemenatary schools" in den Jahren 1814-1989 in den Blick nimmt. Schließlich wird Religionsunterricht und religiöse Erziehung im Schuldiskurs ab 1989 bis heute untersucht und die Veränderungen im Spannungsfeld von De-Säkularisation, Identitätspolitik und Kulturkampf beschrieben. (ICA2).

Der Beitrag berichtet über eine Studie, die im Kontext des bundesweiten deutschen Reformprogramms "Demokratie leben und lernen" entstanden ist. Die Autorin klärt zunächst das Konzept der "demokratischen Handlungskompetenz", das im wesentlichen aus zwei Komponenten besteht: (1) als psychologische Kategorie mit kognitiven, motivationalen, emotionalen und volitionalen Aspekten; (2) als demokratische Komponente mit "sozialen" und "selbstbezogenen" Kompetenzen. Die Ergebnisse der empirische Studie zeigen, dass zwischen der Schulkultur, also der Qualität des schulischen Lebens, und den demokratischen Handlungskompetenzen kein signifikanter Zusammenhang besteht. Dies gilt nicht für die Zusammenhänge zwischen dem Klima und den "zivilen" Umgangsformen in den einzelnen Klassen. Die Konstellationen im Klassenverband mit ihren mannigfaltigen Substrukturen (Cliquen, Gruppen sozialen Beziehungen) prägen die "politische" Kultur der Klasse (z. B. das Gewaltpotenzial) entscheidend. (ICA). Die Untersuchung enthält quantitative Daten. Die Untersuchung bezieht sich auf den Zeitraum 2003 bis 2006.;;;This article tries to take a first glance at these research areas. It is based on the model of democratic action competencies underlying the German-wide reform program "Living and learning democracy". From the given research literature, the article will examine the ways in which schools support students in their acquisition of these competencies. The analysis will be based on the empirical data from 43 schools; it is aimed at identifying specific school features that make up a school's democratic culture, i.e. a quality of school life that enables students to learn and experience the meaning of active citizenship. (DIPF/orig.).

Introduces a section (see abstracts of related chapters) of an edited Vol on the role of cultural framing as a variable in social movement explanation by tracing the development of cultural theory in the social sciences, from the Chicago school, through Geertzian cultural analysis, the analysis of rhetoric & dramaturgy, cognitive processes & framing, & repertoires & tool kits. Social movement theory on the role of cultural framing is discussed in terms of (1) the cultural construction of repertoires of contention & frames; (2) the contribution of cultural contradictions & historical events to the framing process; (3) framing as a strategic activity; (4) competitive processes that represent the context of framing strategies; (5) the role of the mass media in framing strategies; & (6) the intersection of political opportunities & mobilization with framing to shape outcomes of framing competitions. D. M. Smith

Examines the experiences of Haitian teachers in Montreal, Quebec, where the large Haitian population has created unique challenges for public schools. Arguments for & against culturally congruent education are discussed, & two programs designed to provide a Haitian-focused learning environment by emphasizing the role of Haitian teachers are described. In-depth interviews conducted in 1995 with 13 Haitian-origin teachers, well informed about issues related to improving the educational experience of Haitian students, indicate that, although these teachers pointed out the harm that can result from misunderstandings of Haitian culture, they did not see mainstream schooling as a racist barrier to minority students. In fact, most respondents favored a universalistic approach to education, but viewed culturally appropriate teaching methods as an integral part of it. They perceived their role with Haitian students as primarily a motivational one aimed at helping students achieve success in mainstream institutions. Struggles involved in trying to balance a sense of communal obligation with a personal identity as a professional educator are examined. 42 References. J. Lindroth

Explores the history of civic education policy in relation to the changing politics of public schooling, emphasizing the experience of whites. The history of the philosophy of education, post-American Revolution-1990s, & the role of public schools in forming free citizens are reviewed. Despite Americans' traditional distrust of central government, they have enrolled their children in the public school system, perhaps because of its decentralized organization. Topics include the search for political & religious common denominators in public education; the debate over language, culture, & religion in schools; the role of public education in the "Americanization" of immigrants; & the alleged triumph of nativism in the 1920s, as reflected in negative textbook stereotypes of immigrants. The 1930s & 1940s, however, saw a trend toward pluralism, more positive views of immigrants, & a return to a more liberal political ideal. The author concludes that trust among citizens is a necessity, & public education must promote cultural diversity as well as political citizenship. 129 References. J. R. Callahan

Explores the history of civic education policy in relation to the changing politics of public schooling, emphasizing the experience of whites. The history of the philosophy of education, post-American Revolution-1990s, & the role of public schools in forming free citizens are reviewed. Despite Americans' traditional distrust of central government, they have enrolled their children in the public school system, perhaps because of its decentralized organization. Topics include the search for political & religious common denominators in public education; the debate over language, culture, & religion in schools; the role of public education in the "Americanization" of immigrants; & the alleged triumph of nativism in the 1920s, as reflected in negative textbook stereotypes of immigrants. The 1930s & 1940s, however, saw a trend toward pluralism, more positive views of immigrants, & a return to a more liberal political ideal. The author concludes that trust among citizens is a necessity, & public education must promote cultural diversity as well as political citizenship. 129 References. J. R. Callahan

Following an overview of the challenges confronting sociological research into whiteness, it is contended that to study whites, they must be considered a social collective in terms of Sartre's notion of seriality & that critical studies of whiteness are important for racial equity. In this light, ethnographic data from 3 public elementary schools in CA are marshaled to illustrate the variable meanings & experiences of whiteness & its persistent link to power & resource issues. At issue is the deployment of color-blind discourses that mask the persistence of institutional racism. Though varying in its form, whiteness is seen as a key facet giving shape to the culture of space & the material circumstances of those in that space. In this light, the implications for studying whiteness are contemplated in terms of whiteness' covert nature & white symbolic capital. J. Zendejas

Analyzes the processes of identity formation among working-class female students of Algerian descent in France, drawing on 1989/90 observations of two classes (total N = 48 students) & interviews with students & school personnel in the vocational Lycee Lurcat in Paris. It is shown that mass media have constructed girls of Algerian descent as a possible bridge between the French & immigrant worlds. Given the pressure produced by such explicit positioning in the public culture, it is suggested that these girls find school to be a kind of hiding place in which to conduct the work of identity formation in relative privacy. Contrary to simply assimilating, however, it is found that the girls actively engage in positioning themselves within, between, & against different discourses. Moreover, their particular position at the nexus of several conflicting discourses, the media, xenophobia, & racism of the French culture & of their parents, creates the possibility of critical insights & the formation of a rebellious consciousness. It is suggested that scholars move beyond representations of a homogeneous Euro-American notion of womanhood. D. M. Smith

An exploration of the relation between the "revolutionary impulse" & dialectics focuses on concepts held by members of the Frankfurt School, especially Theodor Adorno & Herbert Marcuse. A discussion of revolution as radical, qualitative change in the system of fundamental institutions is followed by a look at Marx & Lenin's view of revolution; Frankfurt School criticisms of "vulgar" forms of Marxism; distinctions between "revolution" & "counterrevolution"; & the relevance of objectified belief & "false needs" to the possibility of revolution. Attention is also given to the struggle between "positivism" & critical, or "dialectical" forms of thought; the Frankfurt School's notion of the "social totality"; their commitment to the principle of negativity; & resources in the work of Marcuse & Adorno for responding dialectically to substantive obstacles to revolution. It is concluded that politics was the framework of the thinking of Frankfurt School scholars & their attempt to link the politics of revolution & culture has the greatest continuing relevance. J. Lindroth

Discusses the "segmented assimilation" of immigrant students arriving in the US as exemplified by a CA high school with a rapidly increasing immigrant population & how it has responded to issues of race, class, culture, & language. An ethnographic study conducted 1992-1994 focused on 10 immigrant students & their experience of their new country. The author also designed projects to involve students & teachers in related studies of immigration. Immigrant students found themselves caught between the need to gain acceptance by becoming American & the need to remain themselves. Nonimmigrant students had similar concerns, but their problems were related to race rather than national origin, & they tended to ignore immigrants. The article discusses teachers' attempts to deal with the needs of both groups. The author discusses this school as a microcosm of the US immigrant experience. 1 Table, 25 References. J. R. Callahan

Discusses the "segmented assimilation" of immigrant students arriving in the US as exemplified by a CA high school with a rapidly increasing immigrant population & how it has responded to issues of race, class, culture, & language. An ethnographic study conducted 1992-1994 focused on 10 immigrant students & their experience of their new country. The author also designed projects to involve students & teachers in related studies of immigration. Immigrant students found themselves caught between the need to gain acceptance by becoming American & the need to remain themselves. Nonimmigrant students had similar concerns, but their problems were related to race rather than national origin, & they tended to ignore immigrants. The article discusses teachers' attempts to deal with the needs of both groups. The author discusses this school as a microcosm of the US immigrant experience. 1 Table, 25 References. J. R. Callahan

Many researchers consider that the forces of globalization and informatization have a great importance for communication; these forces have already caused changes in some industries, policies, cultures and societies. Societies and communities must take part in this new global communication as they have no other choice; although, their way of participation depends on their specific social, cultural, economical and political environment.
Nowadays, we have a global commercial communication system which is dominated by a small number of very powerful transnational companies. Until now, the companies from the communication field have sold information and entertainment to the people. Now they prefer to sell consumers (readers, listeners, TV spectators, internet users). We can easily notice the ambition of the new communication empires: to control the whole network, as everything is passing through these networks - broadcasts, movies, books, music, magazines - means communication.