Angesichts aktueller Verwerfungen werden Mahnungen lauter, Politische Bildung und Zukunft anders zu denken. Ausgetretene Pfade müssten verlassen werden, um für das Kommende gerüstet zu sein. Hinderlich ist dabei offensichtlich, dass uns tradierte, humanistisch geprägte Schemata mit Ideen davon versorgen, was zu tun sei und woran wir uns zu orientieren hätten. Sie eröffnen ein Vermittlungsszenario, in der zum Handeln angehaltene, autonome Subjekte über ihre Möglichkeiten aufgeklärt werden. Der vorliegende Text rekonstruiert dagegen jenseits angestammter Denkfiguren Politische Bildung als materiellen Vermittlungsapparat, der in einem maschinistischen Gefüge Zukunft produziert.

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Seit ihrer Gründung am 1. August 1971 entwickelte sich die FH Bielefeld bis heute zur größten Hochschule für angewandte Wissenschaften in Ostwestfalen-Lippe - mit über 11.000 Studierenden, mehr als 230 Professor*innen und 630 Mitarbeitenden sowie seit 2015 mit einem beeindruckenden zentralen Hochschulgebäude am Campus Bielefeld. In dem anlässlich des 50. Jubiläums der Hochschule erscheinenden Buch berichten 90 Autor*innen aus Wissenschaft, Wirtschaft, Kultur und Politik über Bildung, Forschung, Lehren und Lernen und werfen so individuelle Schlaglichter auf Momente, Ereignisse und Erlebnisse aus Vergangenheit, Gegenwart und Zukunft der Bildung.

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Is it possible to bring university research and student education into a more connected, more symbiotic relationship? If so, can we develop programmes of study that enable faculty, students and ‘real world’ communities to connect in new ways? In this accessible book, Dilly Fung argues that it is not only possible but also potentially transformational to develop new forms of research-based education. Presenting the Connected Curriculum framework already adopted by UCL, she opens windows onto new initiatives related to, for example, research-based education, internationalisation, the global classroom, interdisciplinarity and public engagement.

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Is it possible to bring university research and student education into a more connected, more symbiotic relationship? If so, can we develop programmes of study that enable faculty, students and ‘real world’ communities to connect in new ways? In this accessible book, Dilly Fung argues that it is not only possible but also potentially transformational to develop new forms of research-based education. Presenting the Connected Curriculum framework already adopted by UCL, she opens windows onto new initiatives related to, for example, research-based education, internationalisation, the global classroom, interdisciplinarity and public engagement.

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This open access book celebrates the decennial of the Department of Industrial Engineering of Università di Napoli Federico II, Italy

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This open access book celebrates the decennial of the Department of Industrial Engineering of Università di Napoli Federico II, Italy

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A New Approach to Research Ethics is a clear, practical and useful guide to the ethical issues faced by researchers today. Examining the theories of ethical decision-making and applying these theories to a range of situations within a research career and process, this text offers a broader perspective on how ethics can be a positive force in strengthening the research community. Drawing upon a strong selection of challenging case studies, this text offers a new approach to engage with ethical issues and provides the reader with: a broader view on research ethics in practice, capturing both different stages of research careers and multiple tasks within that career, including supervision and research assessments thoughts on questions such as increasing globalisation, open science and intensified competition an increased understanding of undertaking research in a world of new technologies an extension of research ethics to a multidisciplinary and interdisciplinary approach an introduction to a ‘guided dialogue’ method, which helps to identify and engage with ethical issues individually and as a research community. A New Approach to Research Ethics allows for self-reflection and provides guidance for professional development in an increasingly competitive area. Full of valuable guidance for the researcher and ethical decision-maker, this is an essential text for postgraduate students, senior academics and developers of training courses on ethics for researchers.

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Drawing together action-based research with sociology of education, medium theory and the Bildung-tradition, the authors offer a new perspective on education in the digital age, exploring emancipation, edification, self-formation and democratic education. The authors draw on 15 years of action-based research and weave this with the theory to show how teachers and students might use new media for learning about interaction, searching, visualizing, constructing, storing, and retrieving. The authors show that education needs to be rethought, resituated and developed anew in the digital age. New norms and new ways of teaching need to be established. Building on the theory and case studies, they analyze and discuss different strategies, ideas and understandings, offering four promising ways to develop a new vision for education. The eBook editions of this book are available open access under a CC BY-NC-ND 3.0 licence on bloomsburycollections.com. Open access was funded by Aarhus University.

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This open access book, originally published in Portuguese in 1988 and now available in English for the first time, describes the Brazilian educator, Antonio Leal's, experiences teaching so-called “unteachable” children in Rio de Janeiro’s favelas. A Voice for Maria Favela tells the story of how Leal considers what the children bring to the class, gradually engaging them in developing a narrative about Maria Favela, a single mother and housemaid. Leal uses the sounds within the story to draw out the students’ abilities to see enunciation and articulation as a process of becoming literatized. A contemporary and admirer of Paulo Freire, Leal nevertheless recognised that his students’ needs could not be theorized along Freirean lines of oppressor/oppressed. He devised an emancipatory approach that is more focussed on the individual child and their capacity for self-expression than those often found in critical pedagogy. The book puts forward a unique type of radical pedagogy and philosophy of education, developed through direct classroom observation. The book includes a substantial introduction written by the translator Alexis Gibbs (University of Winchester, UK) and preface by Inny Accioly (Fluminense Federal University, Brazil). The eBook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com.

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The volume showcases the interdisciplinary work of the Learning, Education and Active Ageing (LEAA) Scientific Committee, developed within the National Age-It Program. The goal of LEAA is to build a pedagogy of ageing based on an integrated vision – educational, social, psychological, and health-related –beyond the traditional concept of active ageing through emphasizing the role of learning across the lifespan. The volume is structured around three main pillars: the connection between research and local communities, intergenerational dialogue, and effective educational and training practices for adulthood and old age. It thus offers a theoretical and practical contribution toward a new culture of longevity, where education becomes a driver of well-being, inclusion, and social cohesion.

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Warum ist es wichtig, Konzepte der Achtsamkeit und Meditation an unseren Hochschulen zu etablieren? Welche Auswirkungen hat dies auf das Bildungssystem und auf die Teilnehmerinnen und Teilnehmer? Andreas de Bruin widmet sich den Ergebnissen der ersten zehn Jahre des seit 2010 existierenden Münchner Modells »Achtsamkeit und Meditation im Hochschulkontext«, an dem bislang über 2000 Studierende teilnahmen. In Meditationstagebuchnotizen berichten sie darüber, welche Bedeutung das Praktizieren von Achtsamkeit und Meditation in ihrem Studium und im täglichen Leben erhalten hat. Neben einem Überblick über den aktuellen Stand der Forschung, vertiefenden Beiträgen und Erläuterungen wichtiger Begriffe aus der Achtsamkeits- und Meditationspraxis finden sich im Buch auch zahlreiche Übungen samt Anleitungen.

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Achtsamkeit ist als Gesundheitsförderung in Schule und Lehrer*innenbildung angekommen, ihr pädagogisches Potential geht aber weit darüber hinaus. Dieses nimmt Dominik Weghaupt in den Blick und erforscht Achtsamkeit als Übungsform sowie als psychologische Variable in bildungswissenschaftlicher Hinsicht. Er zeigt phänomenologisch die Charakteristika achtsamkeitsbasierter Lehrveranstaltungen auf, analysiert Achtsamkeitsübungen als pädagogische Praxis und diskutiert den personalen Aspekt pädagogischer Professionalität. Ebenfalls Gegenstand der Analyse sind die Prozesse von Selbstregulation und Selbstkenntnis in Verbindung zu Achtsamkeit - wodurch diese als ein moderierender Faktor für gelingendes pädagogisches Handeln hervortritt.

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This book investigates the ways in which the social purposes of adult education are (re)interpreted over time, and between the global south and global north. It brings together thirty-seven authors from fourteen countries with extensive experience as academics and/or practitioners in the field. The book is inspired by the work and life of Lalage Bown, a leading proponent of post-colonial and inclusive visions of education for all. Over her long life she worked tirelessly to promote access to basic and higher education for people of all ages and backgrounds: with a deep commitment to striving for greater equality for women. Following an Introduction, the book is structured around four main themes: Adult Education and Social Justice; Decolonisation, Post-Colonialism and Indigenous Knowledge; From Literacy to Lifelong Learning; and, Fostering Excellence, Policy Development and Supporting Future Generation of Adult Educators. The book concludes with reflections on Lalage Bown’s Enduring Legacy.

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This book explores methodologies and strategies for enhancing educational practices through interdisciplinary research and open science. Featuring global contributions, it shows how integrating diverse disciplines can drive innovation, improve teaching, and tackle modern educational challenges. The book begins by highlighting the value of interdisciplinary research, technological advancements, and innovative processes for enriching education. It includes theoretical frameworks for frontier research, practical data visualization strategies, and inclusive approaches to diversity in higher education. Readers will find discussions on knowledge transfer for social impact and guidelines for integrating equity, diversity, and inclusion in open education. It also emphasizes academic networking and personal branding, offering insights into fostering collaboration and professional development. This resource highlights both the theoretical and practical benefits of interdisciplinary research and open science. Valuable for researchers, students, and decision‑makers interested in advancing educational research, promoting inclusive practices, and emerging educational technology, this book contributes to the discourse on educational innovation and provides essential tools and concepts for advancing educational research and practice.

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We live in a world of algorithmic sorting and decision-making. Mathematical models curate our social relationships, influence our elections and even decide whether we should go to prison or not. But how much do we really know about code, algorithmic structures and how they work? This book turns to questions of autonomy in the digital age from an interdisciplinary perspective, combining contributions from philosophy, education and cultural studies with computer science.

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Wo steht die deutsche Unterrichtsforschung heute? Martin Rothland vergleicht systematisch die quantitative und qualitative (rekonstruktive) Unterrichtsforschung sowie die Zugänge der Allgemeinen Didaktik miteinander. Anhand von fünf Differenzmerkmalen kontrastiert er die drei Forschungstraditionen, identifiziert Unterschiede und deckt so die blinden Flecken der jeweiligen Ansätze auf. Dabei wird deutlich: Wissenschaftlich fundierte Einsichten in die Sache des Unterrichts sind stets nur im Lichte der verschiedenen Forschungsperspektiven zu gewinnen.

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Der Frage, was mit dem „Allgemeinen“ der Allgemeinen Erziehungswissenschaft gemeint sein könnte, widmet sich der vorliegende Band. Ziel des Sammelbandes wie der damit verbundenen Tagung der DGfE-Kommission Wissenschaftsforschung war es, empirische Daten z.B. zu den Denominationen „Allgemeine Erziehungswissenschaft“ bzw. „Allgemeine Pädagogik“ zu erheben sowie Analysen der Frage nach den Konturen der darunter versammelten Professuren zu erstellen. Der Band gibt somit Einblicke in die aktuelle innerdisziplinäre Verhandlung der Allgemeinen Erziehungswissenschaft.

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Louis Althusser's thinking laid the groundwork for critical educational theory, yet it is often misunderstood in critical pedagogy, sociology of education, and related fields. In this open access book, David I. Backer reexamines Althusser’s educational theory, specifically the claim that education is the most powerful ideological state apparatus in modern capitalist societies. He then presents this theory’s flawed reception in critical educational research and draws out a lost tradition of educational thinking it inspired with important applications to race, gender, ideology, and the concept of social structure in education. Correcting the record about Althusser’s thinking in the traditional narrative of critical educational research becomes an opportunity to revisit fundamental questions for thinking about school in its social context. For students and researchers of education, critical theory, sociology of education, and critical pedagogy, this book will be a resource for rethinking the social foundations of education, both as a field and as a set of theoretical frameworks for educational research. The eBook editions of this book are available open access under a CC BY-NC-ND 3.0 licence on bloomsburycollections.com.

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The COVID-19 pandemic pushed education from schools to educational technologies at a pace and scale with no historical precedent. For hundreds of millions of students, formal learning became fully dependent on technology – whether internet-connected digital devices, televisions or radios. An Ed-Tech Tragedy? examines the numerous adverse and unintended consequences of the shift to ed-tech. It documents how technology-first solutions left a global majority of learners behind and details the many ways education was diminished even when technology was available and worked as intended. Using tragedy as a metaphor and borrowing the organization of a three-act theatrical play, the book shows how technology-first modes of learning introduced novel health and safety risks, handed significant control of public education to for-profit companies, expanded invasive digital surveillance and carried detrimental environmental repercussions, in addition to adversely impacting educational access, equity, quality and outcomes in most contexts. Dedicated sections consider alternative and less technology-reliant educational responses to COVID-19 disruptions that had the potential to be more inclusive and equitable. The analysis further explains how pandemic models of learning are rippling beyond school closures and influencing the future of education. Holistically, the work invites readers to reconsider a turbulent chapter in education history and reexamine the purposes and roles of technology in education.

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Analysing Education Policy: Theory and Method provides a comprehensive overview of key approaches in critical education policy research. With chapters from internationally recognised and established scholars in the field, this book provides an authoritative account of how different questions may be approached and answered. Part 1 features chapters focused on text-based approaches to analysis, including critical discourse analysis, thinking with Foucault, Indigenist Policy Analysis, media analysis, the analysis of promotional texts in education, and the analysis of online networks. Part 2 features chapters focused on network ethnography, actor-network theory, materiality in policy, Institutional Ethnography, decolonising approaches to curriculum policy, working with children and young people, and working with education policy elites. These chapters are supported by an introduction to each section, as well as an overall introduction and conclusion chapter from the editors, drawing together key themes and ongoing considerations for the field. Critical education policy analysis takes many different forms, each of which works with distinctly different questions and fulfils different purposes. This book is the first to clearly map current common and influential approaches to answering these questions, providing important guidance for both new and established researchers. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

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Analysing Education Policy: Theory and Method provides a comprehensive overview of key approaches in critical education policy research. With chapters from internationally recognised and established scholars in the field, this book provides an authoritative account of how different questions may be approached and answered. Part 1 features chapters focused on text-based approaches to analysis, including critical discourse analysis, thinking with Foucault, Indigenist Policy Analysis, media analysis, the analysis of promotional texts in education, and the analysis of online networks. Part 2 features chapters focused on network ethnography, actor-network theory, materiality in policy, Institutional Ethnography, decolonising approaches to curriculum policy, working with children and young people, and working with education policy elites. These chapters are supported by an introduction to each section, as well as an overall introduction and conclusion chapter from the editors, drawing together key themes and ongoing considerations for the field. Critical education policy analysis takes many different forms, each of which works with distinctly different questions and fulfils different purposes. This book is the first to clearly map current common and influential approaches to answering these questions, providing important guidance for both new and established researchers.

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Die Zunahme der durch die »Neue Steuerung« des Bildungssystems produzierten emotionalen und sozialen Problematiken in Schule und Gesellschaft ist evident. Die Antwort darauf liegt jedoch nicht in einer präziseren sonderpädagogischen Diagnostik, Förderung und Intervention, sondern im Umbau von Schule, Universität und Gesellschaft. Joachim Bröcher plädiert für eine selbstgestaltete Bildungspflicht, ein bedingungsloses Grundeinkommen, die Gründung von selbstbestimmten Community-Projekten (in denen gearbeitet, gelernt und gelebt wird) sowie eine handlungsorientierte, philosophische Pädagogik. Die »Kontrollgesellschaft« (Gilles Deleuze) verwandelt sich so in eine Zivilgesellschaft der Entrepreneur*innen.

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This open access book brings together the disciplines of childhood studies, literary studies, and the environmental humanities to focus on the figure of the child as it appears in popular culture and theory. Drawing on theoretical works by Clare Colebrook, Elizabeth Povinelli, Kathryn Yusoff, Donna Haraway and Bruno Latour the book offers creative readings of sci-fi novels, short stories and films including Frankenstein, Handmaid’s Tale, The Girl with All the Gifts, Beasts of the Southern Wild, and The Broken Earth trilogy. Emily Ashton raises important questions about the theorization of child development, the ontology of children, racialization and parenting and care, and how those intersect with questions of colonialism, climate, and indigeneity. The book contributes to the growing scholarship within childhood studies that is reconceptualizing the child within the Anthropocene era and argues for child-climate futures that renounce white supremacy and support Black and Indigenous futurities. The eBook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollection.com. Open access was funded by Knowledge Unlatched.

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Wie lässt sich Antisemitismus in der Kindheit erforschen? Wie (re)produzieren Kinder antisemitische Differenzkonstruktionen in Kindertagesstätten und Grundschulen? Welche Erfahrungen machen Jüdinnen und Juden mit Antisemitismus in ihrer Kindheit? Die Beiträger*innen widmen sich mit neuesten empirischen Erkenntnissen einem gesellschaftspolitisch hochrelevanten Thema. Aus interdisziplinärer Perspektive werden sowohl Ansätze für eine kindheitsbezogene Antisemitismusanalyse als auch Handlungsmöglichkeiten für die pädagogische Praxis und eine antisemitismuskritische Bildung in der frühen und mittleren Kindheit aufgezeigt.

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Using Marxist critique, this book explores manifestations of Artificial Intelligence (AI) in Higher Education and demonstrates how it contributes to the functioning and existence of the capitalist university. Challenging the idea that AI is a break from previous capitalist technologies, the book offers nuanced examination of the impacts of AI on the control and regulation of academic work and labour, on digital learning and remote teaching, and on the value of learning and knowledge. Applying a Marxist perspective, Preston argues that commodity fetishism, surveillance, and increasing productivity ushered in by the growth of AI, further alienates and exploits academic labour and commodifies learning and research. The text puts forward a solid theoretical framework and methodology for thinking about AI to inform critical and revolutionary pedagogies. Offering an impactful and timely analysis, this book provides a critical engagement and application of key Marxist concepts in the study of AI’s role in Higher Education. It will be of interest to those working or researching in Higher Education.

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Leben und Tod sind unauflöslich miteinander verflochten. Um ein erfülltes Leben zu führen, ist eine Auseinandersetzung mit der Endlichkeit des Lebens erforderlich. Seit alters her ist daher die Kunst des Lebens mit der Kunst des Sterbens verbunden. In diesem Buch kommen asiatische und europäische Gedanken zu Worte. Sie dienen dazu, unser Verhältnis zum Leben und zum Tod besser zu begreifen. Dadurch entstehen neue Formen des Selbst- und Weltverständnisses. Unsere ähnlichen und unterschiedlichen Perspektiven eröffnen einen Raum der Reflexion und Meditation, in dem Sorge und Wehmut, aber auch Kraft und Zuversicht entstehen. Shoko Suzuki ist Professorin für Philosophie der Erziehung an der Kyoto Universität und Mitglied der Japanischen Akademie der Wissenschaften. Christoph Wulf ist Professor für Anthropologie und Erziehung an der Freien Universität Berlin und Vize-Präsident der Deutschen UNESCO-Kommission.

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The beginnings of the institutionalisation of qualitative educational and biographical research go back to 1978 and to representatives such as Dieter Baacke and Theodor Schulze, with whom qualitative research approaches found their way into educational science. Some forty years later, this volume takes a closer look at the paths of development from a theoretical and methodological perspective. What are the achievements? Which of the once formulated concerns have remained unfulfilled? What challenges, breaking points and turning points can be identified? The articles illuminate the ups, downs and upheavals of biographical pedagogy and qualitative-empirical research.

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Im Jahr 2005 startete der Berliner Senat ein spannendes Experiment: Wie können sich die öffentlichen Verwaltungen und Landesbetriebe öffnen und mehr Migrant*innen als Beschäftigte gewinnen? Der Senat wollte Verantwortung in eigener Sache übernehmen, da er bis dahin selbst nur wenig Personal aus Einwanderer-Communities beschäftigte. Die zentralen Fragen waren: Was sollte und konnte man an den Einstellungsverfahren und in der Ausbildung ändern? Und wie kann man als Arbeitgeber für Migrant*innen attraktiv werden? Andreas Germershausen und Wilfried Kruse zeichnen mehr als ein Jahrzehnt Berliner Teilhabepolitik nach und zeigen auf, was interkulturelle Öffnung und Diversity-Orientierung in der Berufsausbildung konkret bedeuten.

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This book focuses on Australian students’ engagement and learning in the Indo-Pacific through the New Colombo Plan (NCP), the Australian Government’s flagship initiative for student mobility and public diplomacy. By analysing the experiences, tensions, and both individual and societal impacts of Australian student mobility to the Indo-Pacific, the book responds to the pressing need for more nuanced understandings of the short- and long-term effects of such study-abroad programs. It also discusses critical issues including geopolitics, access and equity, structural imbalances in Global North–South partnerships, and tensions shaped by neoliberal, postcolonial, and consumerist forces in study-abroad contexts. Drawing on a robust theoretical framework and a large-scale, multi-dimensional, and longitudinal research project, the book offers practical recommendations to strengthen study-abroad student engagement and learning in the Indo-Pacific. The research foregrounds diverse perspectives from students, alumni, host communities, academics, mobility professionals and government representatives. By examining mobility from the Global North to the Global South, this book makes a distinctive contribution to the field of international education, highlighting the intersection of education and public diplomacy through the lens of student mobility. It will be of interest to practitioners and administrators, policy-makers, and researchers in international education, public diplomacy, and intercultural development. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons [Attribution-Non Commercial-No Derivatives (CC BY-NC-ND)] 4.0 license.

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Das Buch Autorität und Autonomie in der Pädagogik – Eine frameanalytische Betrachtungsweise bietet eine umfassende Darstellung der Methodologie der Erziehungswissenschaftlichen Frameanalyse. Exemplarisch wird diese auf den Fachdiskurs zu Antinomien im Lehrberuf angewendet. Ziel ist die Untersuchung des professionsspezifischen Spracherwerbs von Lehramtsstudierenden und die Etablierung "professionsspezifischer Frames" und deren Prägung durch den Fachdiskurs. Die Forschung nutzt computergestützte Techniken, um berufliche Diskurse zu analysieren und charakteristische Sprech- und Denkweisen sichtbar zu machen. Im Fokus stehen die Antinomien pädagogischer Prozesse, insbesondere die Spannung zwischen Autorität und Autonomie. Dabei wird das Praxisfeld von Lehrpersonen als von Paradoxien geprägt beschrieben und methodisch beleuchtet. Mit der Entwicklung einer frameanalytischen Professionstheorie schlägt das Buch u.a. ein innovatives Modell für die Lehrer*innenbildung vor.

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This book offers a lived defense of liberal education. How does a college professor, on a daily basis, help students feel the value of liberal education and get the most from that education? We answer this question, as professors, each day in the classroom. John William Miller, a philosophy professor at Williams College from 1924-1960 and someone noted for his exceptional teaching, developed one form that this lived defense can take. Though Miller published very little while he was alive, the archives at Williams College hold unpublished notes and essays of this master teacher. In this book, Jeff Frank offers an extended commentary on one of these unpublished essays where Miller develops his thinking on liberal education. Frank develops the idea that presence is central to liberal education and offers suggestions for how professors can become an educative presence for students. The goal of this book is an invitation to other professors who value liberal education to think with Miller about how to develop their own lived defense of liberal education, each day, in their own classrooms. The tone of the book is meant to be invitational, at times even conversational, and the book concludes with some direct suggestions for how professors can live their own defense of liberal education.

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National school systems have been significantly conditioned by two global trends since the end of the 20th century. On the one hand, there is a shift towards inclusive education that aims at accommodating schooling to all pupils’ learning conditions. On the other hand, there is a rapidly growing focus on standards, emphasising goal achievement for all pupils as well. In this field of tension, the profession of special educators has been central, as it has traditionally focused on students for whom instruction in regular classrooms lacks appropriate educational solutions yet still expects regular goal achievement. While much is known about how global trends have changed national school systems and teaching professions, we know little about how these trends have affected special education professions internationally. Against this background, this volume presents studies on the formation of Special education professions since the 2000s in Germany and Sweden.

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Sowohl der Grundschulsport als auch das organisierte und informelle Sporttreiben im Kindesalter sind in den letzten zwei Jahrzehnten mit neuartigen Herausforderungen konfrontiert und von Wandlungsprozessen erfasst worden. Neben der Berücksichtigung heterogener Lernvoraussetzungen der Schüler*innen im Fach Sport hat nicht zuletzt die Etablierung des Ganztagsunterrichts in der Grundschule eine massive Ausweitung der Kooperationen mit Sportvereinen sowie Trägern der offenen Kinder- und Jugendarbeit begünstigt. Die Beiträger*innen diskutieren zentrale Entwicklungslinien und Zukunftsaufgaben des Grundschulsports sowie des organisierten und informellen Kindersports.

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Politische Diskurse vollziehen sich zunehmend visuell. Auch haben Phänomene wie politisch motivierte Hacks, »Filter-Blasen« oder twitternde Politiker*innen längst Einzug in öffentliche Debatten gehalten. Die Rolle und Veränderung »politischer« Bilder in den sozialen Medien wirft zahlreiche Fragen auf, etwa: Wie äußern sich die Wahrnehmungsweisen und die Bildpraktiken von User*innen? Wie werden rechtspopulistische Ideologien über Bilder verbreitet? Die Beiträger*innen des transdisziplinären Bandes widmen sich diesen Fragen und beleuchten das wechselseitige Verhältnis von Bildern, sozialen Medien und dem Politischen aus verschiedenen Perspektiven und unter Rückgriff auf empirisches Material.

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Erziehungswissenschaftliche Grundlagenforschung thematisiert, prüft und problematisiert die Voraussetzungen unserer Beschreibungen von Sachverhalten, um Alternativen zum bereits Bekannten zu entwickeln. Im Lichte der Begriffe Bildsamkeit, Komplexität und Werteorientierung werden in dem vorliegenden Band drei Problemkomplexe in den Fokus der Aufmerksamkeit gerückt, die mit dem Aufwachsen von Menschen in modernen Gesellschaften irreduzibel verbunden sind. Die versammelten Beiträge zeigen, wie erziehungswissenschaftliche Grundlagenforschung dazu beitragen kann, in der Formulierung und Bearbeitung von Problemstellungen Komplexität nicht zurückzudrängen,sondern aufrechtzuerhalten und zu befördern. Festschrift für Elmar Anhalt zum 60. Geburtstag

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The book outlines education under the auspices of digitization. Transformation processes are highlighted which, triggered by binary technologies, reach deep into everyday cultures and worldviews in our societies. These challenge the basis for knowledge and education.

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Kultur und Gesellschaft unterliegen Transformationsprozessen, deren Ausmaße, Dimensionen und Geschwindigkeit kaum zu ermessen sind. Der erste Teil des Bandes fragt nach der Neuformulierung des Bildungsbegriffs unter den Bedingungen einer verstärkten Drift in den Mustern gesellschaftlichen Zusammenlebens. Der zweite Teil analysiert kulturelle Phänomene und soziale Felder wie Familie, Identität, Geschlechterverhältnisse, Pop, Migration, Postkolonialität und Bildungsreform, neue Medien im Unterricht oder Bildungsrecht. Die Beiträge, die nach tragfähigen Perspektiven im komplexen Phänomenbestand von Transformationsgesellschaften suchen, verorten Bildungstheorie im Rahmen einer weit verstandenen Kulturwissenschaft.

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Wie soll mit dem historischen Ballast der Bildungsphilosophie und ihren Wiederholungszwängen umgegangen werden? Robert Wartmann leistet eine Dekonstruktion kritischen Bildungsdenkens und bringt verschiedene Ansätze im Anschluss an den Poststrukturalismus miteinander in den Dialog. Mit Bezug auf Nationalismuskritik, Subjektdezentrierung und Repräsentationskrise nimmt er drei Irritationsmomente der zweiten Hälfte des 20. Jahrhunderts als Ausgangspunkt, um bestehende bildungstheoretische Einsätze fortzuschreiben - und sorgt so für eine Verschiebung des kritischen Bildungsdenkens.

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Wie lassen sich aktuelle gesellschaftliche Wandlungsprozesse aus erziehungswissenschaftlicher Sicht erfassen und interdisziplinär diskutieren? Der Sammelband hinterfragt etablierte Forschungszugänge kritisch und erprobt methodische Wagnisse. In vier Sichtachsen zu Transformation, Relationierung, Partizipation und Repräsentation werden gegenwärtige Fragen durch innovative, qualitativ-methodische Zugangsweisen bearbeitet.; In order to grasp the social present, established research approaches must be critically questioned – not least through methodological ventures. The volume explores research approaches in four axes of vision on transformation, relation, participation and representation, on the basis of which current socio-critical questions are dealt with.

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Die Teilhabemöglichkeiten in Bildung und Ausbildung gestalten sich für Jugendliche und junge Erwachsene, die migriert bzw. geflüchtet sind, immer noch als strukturell unzureichend. Spezifische Formate, den formalen Einbezug zu gestalten, wie etwa die sogenannten Vorbereitungsklassen, gehen dabei zuweilen mit Benachteiligungen oder symbolischer Ausgrenzung einher. Institutionelle und gesellschaftliche Verhältnisse zwischen Ein- und Ausgrenzung spiegeln sich nicht zuletzt in den (Bildungs-)Biographien jener wider, die sich in diesen beweisen müssen. Der Sammelband trägt Perspektiven und Erkenntnisse zusammen, die sich kritisch mit Bildungsverhältnissen und deren Erforschung im Kontext von Flucht und Migration beschäftigen.

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Wenn wir Alltag als die immer schon gegebene Weise des In-der-Welt-Seins verstehen, stellt sich bildungs-, kulturtheoretisch und didaktisch die Frage, wie das Subjekt Zugang zu anderen Dimensionen von Selbst und Welt finden kann. Alltag ist schließlich gerade dadurch gekennzeichnet, Lernprozesse zu vermeiden und sich auf Bildungsprozesse nicht einzulassen. Mit der Philosophie der symbolischen Formen Cassirers können die Eigenarten anderer Modi des In-der-Welt-Seins (Kunst, Wissenschaft, Religion, ggf. Spiel) herausgearbeitet werden. Erst in diesen "symbolischen Formen" werden die Bildungsprozesse möglich, wie sie die transformatorische Bildungstheorie beschreibt. Aus verschiedenen klassischen subjektphilosophischen Analysen (Kant, Hegel, Husserl) lässt sich die These ableiten, dass Bildungsprozesse nicht nur auf symbolische Formung angewiesen, sondern zudem auf der Ebene des Selbstbewusstseins zu verorten sind, d.h. nicht schon auf der Wahrnehmungs- oder Verstandesebene. Eine Pädagogik, die sich der daraus erwachsenden Herausforderungen entledigt, indem sie auf eine immer schon vorauszusetzende Alltäglichkeit setzt, zieht daher die Diagnose von Banalisierung auf sich.

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Wie blicken hochaltrige Menschen selbst auf ihr Leben und Älterwerden? Innerhalb der Geragogik wird bereits nach dem Lernen des Älterwerdens gefragt und diese Prozesse werden in der Praxis begleitet. Wie sehen aber biografische Bildungsprozesse im Umgang mit der Lebensphase des hohen Alters aus? Welche Rolle spielen dabei die eigene Endlichkeit, der Körper und Verletzlichkeit? Wie wird Welt und Generativität in hochaltrigen Biografien hergestellt und verhandelt? Und inwiefern ist das eigene Doing Age in Forschung mit und über das hohe Alter zu hinterfragen?

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Sozialer Wandel und ein zunehmend polarisiertes gesellschaftliches Klima stellen die Demokratie und die Bildungsinstitutionen in Deutschland vor grundlegende Herausforderungen. Der vorliegende Band wirft einen empirischen Blick auf das Verhältnis von Bildung und Demokratie in Kita und Schule. Die Autor*innen analysieren die Ausgestaltung bildungspolitischer Vorgaben sowie fachdidaktischer Konzepte in Bildungs- und Lehrplänen, Schulbüchern und pädagogischer Praxis. Dabei zeigen sie Potenziale auf und diskutieren Spannungsfelder und Grenzen des pädagogisch Leistbaren.

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Staunen ist Ergriffensein, ein Antworten auf ungeahnte Ansprüche und dessen Ausdruck. Im Staunen öffnen und weiten sich die Möglichkeiten, es retardiert die Erfahrung und schafft Zeiträume für Veränderungen. Theresa Stommel nutzt diese Zugänge, um auf das Problem mangelnder Bildung und unzureichender kultureller Teilhabe von Menschen mit geistiger und schwerer Behinderung zu antworten. Sie pointiert Bildung als Veränderungsprozess in der Erfahrung des Fremden mit kulturellen, ethischen und gesellschaftlichen Ansprüchen und begründet das Staunen als Phänomen, das Bildungsprozesse begleiten kann. Damit eröffnen sich frische bildungsphilosophische Perspektiven - und unbetretene Pfade in der Didaktik.

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Praxistransfer in der Hochschule ist entscheidend, da er Studierenden und Lehrenden Einblicke in ihre Berufsfelder bietet, kritisches Denken fördert, Engagement steigert und Theorie mit Praxis verbindet. In diesem Kontext widmen sich die Beiträger*innen der Kompetenzentwicklung in kooperativen Netzwerken an verschiedenen Hochschulen und versammeln wissenschaftliche Beiträge, Hypothesen sowie Labor- und Werkstattberichte laufender Projekte. Damit spiegeln sie die Vielfalt von Arbeits-, Forschungs- und Lehrentwicklungsweisen sowie praktischen Herangehensweisen wider - und geben Bildungsforschenden und Didaktiker*innen unterschiedlicher Disziplinen wertvolles Material an die Hand.

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Die Hochschule gerät dabei als Spiegel und Manifestation gesellschaftlicher Verhältnisse in den Blick und überdies als ein Ort, der unter spezifischen Bedingungen zum Motor notwendiger Veränderungsprozesse werden kann. Aus unterschiedlichen disziplinären, aktivistischen und sozialkritischen Perspektiven wird die Hochschule als eine machtvolle Institution beleuchtet. Von deren Rändern aus entfalten sich widerständige Vermittlungspraxen, die schließlich kritisch-performative Zugänge für eine sozial und kulturell gerechtere (Hochschul-)Welt eröffnen.

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Bildung und Ethik sind eng miteinander verwoben. Der vorliegende Sammelband beleuchtet theoretische Grundlagen, Zielsetzungen und Prinzipien der Bildungsethik. Zudem veranschaulicht er deren Relevanz anhand paradigmatischer Anwendungsbeispiele, erweitert den Horizont und eröffnet neue Zukunftsperspektiven. Die Bildungsethik ist ein essenzielles, wenn auch bisher wenig etabliertes Forschungsfeld an der Schnittstelle von Bildungswissenschaften und philosophischer Ethik. Eine interdisziplinäre Vernetzung ist daher entscheidend, um ethische Grundlagen mit bildungswissenschaftlichen Fragestellungen zu verknüpfen. Dieser Ansatz ermöglicht es, den wissenschaftlichen Diskurs zu vertiefen und praxisrelevante Impulse zu setzen. Damit trägt der Band sowohl zur Weiterentwicklung der Bildungsforschung bei als auch zur sichtbaren Erweiterung der Angewandten Ethik um eine wesentliche Dimension.

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Black Women’s Stories of Everyday Racism puts literary narrative theory to work on an urgent real-world problem. The book calls attention to African American women’s everyday experiences with systemic racism and demonstrates how four types of narrative theory can help generate strategies to explain and dismantle that racism. This volume presents fifteen stories told by eight midwestern African American women about their own experiences with casual and structural racism, followed by four detailed narratological analyses of the stories, each representing a different approach to narrative interpretation. The book makes a case for the need to hear the personal stories of these women and others like them as part of a larger effort to counter the systemic racism that prevails in the United States today. Readers will find that the women’s stories offer powerful evidence that African Americans experience racism as an inescapable part of their day-to-day lives—and sometimes as a force that radically changes their lives. The stories provide experience-based demonstrations of how pervasive systemic racism is and how it perpetuates power differentials that are baked into institutions such as schools, law enforcement, the health care system, and business. Containing countless signs of the stress and trauma that accompany and follow from experiences of racism, the stories reveal evidence of the women’s resilience as well as their unending need for it, as they continue to feel the negative effects of experiences that occurred many years ago. The four interpretive chapters note the complex skill involved in the women’s storytelling. The analyses also point to the overall value of telling these stories: how they are sometimes cathartic for the tellers; how they highlight the importance of listening—and the likelihood of misunderstanding—and how, if they and other stories like them were heard more often, they would be a force to counteract the structural racism they so graphically expose. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution (CC-BY) 4.0 license.

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Educational leaders, researchers, and community members have found collaborating on research supports improvement in their schools, districts, and the wider community – but how do we go about developing these partnerships? With essential tools, frameworks, and tips for brokering in research-practice partnerships (RPPs), this practical book provides guidance on cultivating and sustaining impactful relationships and supportive infrastructure with partners. Through the careful brokering of these partnerships, RPP brokers can bridge the gap between education research and practice, bringing people together to build a more equitable educational system. Written by RPP leaders, researchers, and professionals, this handbook explores how brokering can: Support the production and use of partnership research Develop and nurture meaningful relationships, even in the face of challenging circumstances Build individual competencies to manage an RPP and strengthen the partnership Develop partnership governance Implement effective administrative structures Design processes and communications routines Assess and continuously improve the partnership This is an essential read for any educational leader, higher education faculty, researcher, or other community member who wants to understand the types of activities and responsibilities required of an RPP broker and the strategies to become an effective broker of RPPs aimed at educational improvement and equitable transformation. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

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This edited volume explores the role of education in the process of European cooperation and integration as it has been conceived and realized in the late 20th century and the early 21st century, as well as the mirror of this narrative: the effects of the European integration process on education. Through this dual analysis, the contributors reflect on the concept of Europeanization by showing the complex interplay between Europeanization through education and Europeanization of education. Part I offers a critical overview of the actors, spaces, actions, and pedagogies designed to promote the European project and build Europeans. Part II examines how work done on the European continental level has impacted the educational sphere and national education systems. The case studies cover a wide range of international institutions (College of Europe, European Schools, European Centre for Culture, European University Institute), international organizations (EC/ EU, OEEC/ OECD, Council of Europe, UNESCO), and transnational actors (European Trade Union Committee for Education, European Federation of Education Employers), providing interdisciplinary insight into how this dialectic contributed to shape Europe as a whole. This book will be of interest to graduate and postgraduate students, teachers, and researchers of international cultural relations, Europeanization, and education from a transnational perspective.

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Euro-American misrepresentations of the non-West in general, and in particular on Hinduism and ancient India, run deep and have far greater colonial connections than that have been exposed in academia. This book analyzes the psycho-social consequences that Indian American children face after they are exposed to the school textbook discourse on Hinduism and ancient India. The authors show that there is an intimate connection—an almost exact correspondence—between James Mill’s colonial-racist discourse and the current school-textbook discourse. The very parameters and coordinates on which James Mill constructed the discourse are the ones that are being used to describe Hinduism, Hindus, and ancient India in the textbooks currently. Consequently, this archaic and racist discourse, camouflaged under the cover of political correctness, produces in the Indian American children a psychological impact quite similar to what racism is known to produce: shame, inferiority, embarrassment, identity confusion, assimilation, and a phenomenon similar to racelessness where the children dissociate from the tradition and culture of their ancestors. This book argues that the current school textbook discourse on Hinduism and India needs to change so that the Indian American children do not become victims of overt and covert racism. For the change to occur, the first step is to recognize the overarching and pervasive influence of the colonial-racist discourse of James Mill on the textbooks. For the reconstruction of the discourse to take place, the first step is to engage in a thorough deconstruction, which is what the book attempts.

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Colonising and Decolonising argues for a decolonised and ethicised curriculum. Grounded in an interdisciplinary approach, it draws upon the fields of history, sociology, education, anthropology, philosophy, indigenous studies, and more, to allow a nuanced and multifaceted exploration of the subject matter. Focusing on the concepts and practices of coloniality and decoloniality, it uses this focus as a framework for positioning concepts as acquired dispositions in the way we live. Philosophical topics addressed include: concepts and descriptors, knowledge, facts and values, free will and volition, coloniality, decoloniality, curriculum, sapience, strong normative evaluations, pedagogy, rationality, freedom, ethics, learning practices, thinking, ecology, imaginative possibility, and inclusion. A robust and erudite exploration of the imperative of decolonisation, this volume will appeal to scholars and researchers across a broad range of disciplines including specialist fields of education research, decolonial theory, sociology, epistemology, and philosophy of education.

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Contestations of Citizenship, Education, and Democracy in an Era of Global Change: Children and Youth in Diverse International Contexts considers the shifting social, political, economic, and educational structures shaping contemporary experiences, understandings, and practices of citizenship among children and youth in diverse international contexts. As such, this edited book examines the meaning of citizenship in an era defined by monumental global change. Chapters from across both the Global South and North consider emerging formations of citizenship and citizen identities among children and youth in formal and non-formal education contexts, as well as the social and civic imaginaries and practices to which children and youth engage, both in and outside of schools. Rich empirical contributions from an international team of contributors call attention to the social, political, economic, and educational structures shaping the ways young people view citizenship and highlight the social and political agency of children and youth amid increasing issues of polarization, climate change, conflict, migration, extremism, and authoritarianism. The book ultimately identifies emergent forms of citizenship developing in formal and non-formal educational contexts, including those that unsettle the nation-state and democracy. Edited by a team of academics with backgrounds in education, citizenship, and youth studies, this book will appeal to scholars, researchers, and faculty who work across the broader field of youth civic engagement and democracy, as well as international and comparative education and citizenship.

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This text examines the intersection of youth civic engagement, identity, and protest in Hong Kong, through the lens of education. It explores how education and identity have been protested in Hong Kong, historically and today, and the mark that such contestations have left on education. Many people, particularly outside Hong Kong, were astonished by youth participation in the Umbrella Movement of 2013–2014, and the anti-extradition law protests in 2019. These protests have caused people to consider what has changed in Hong Kong over time, and what education has to do with youth civic engagement and political expression. This book provides an academic, theoretically oriented perspective on the intersection of youth identity and education in Hong Kong. Coming from an educational (and philosophical) orientation, Jackson focuses on areas where greater understanding, and greater potential agreement, might be developed, when it comes to education. This book will be of interest to educational policy makers, curriculum specialists, and educational scholars and students in liberal studies, social studies, civic education, comparative and international education, multicultural education, and youth studies.

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La prise en compte par l’éducation de la pluralité linguistique et culturelle est devenue l’un des enjeux majeurs du XXIe siècle. De ce fait, la contextualisation de l'apprentissage est indispensable afin de pouvoir identifier les besoins spécifiques et y répondre, d’autant plus quand il s’agit de milieux insulaires comme la Polynésie française. Cet ouvrage présente les résultats de recherches menées sur le terrain, en croisant des dimensions linguistiques, sociales et pédagogiques. Adoptant une perspective écosystémique, les auteur-es ont examiné diverses démarches possibles de contextualisation du processus d’apprentissage et d’enseignement en lien avec le rôle des langues, les rapports des parents et des apprenants à l'école, ainsi que d'autres phénomènes sociaux spécifiques à ces contextes insulaires.

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This open access book aims to show how creative ruptions – disturbances or commotions - can lead to the emergence of ethical, care-ful educational futures. Grounded in empirical and theoretical research undertaken from posthuman, decolonial, new materialist and feminist perspectives, this edited volume questions historical and current assumptions as to how education is structured and enacted, and provides examples and tools illustrating how to create and work with creative ruptions. Under the guidance of an experienced editorial team, the authors demonstrate how creative ruptions can respond to various wicked problems through the design and enactment of transformative pedagogies and accompanying research. Including consideration of how we can grow our emotional repertoires from anxiety to include hope and courage, the book explores how creativity might expand the horizons of personal, social and political possibility that take shape within – and ultimately determine – education and its futures. Offering theoretically driven and practically grounded transdisciplinary examples of alternative educational futures, this volume is an ideal reading for those interested in the intersecting fields of Possibilities Studies in Education, Creativity in Education, Educational Futures, Pedagogy, and related disciplines.

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