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Author: Werner Schiffauer
Publisher: Berghahn Books
ISBN: 9781571815941
Category : Education
Languages : en
Pages : 376
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Book Description
A team of seven European academics report findings from a joint research project examining how the identifications of young people from post-migration backgrounds are contextually constructed, and what factors account for this process. Centered around the civil cultures of four Western European countries--The Netherlands, Britain, Germany, and France--the project investigates ways in which the school curricula, texts, and pedagogical practices serve to transmit the ideals and preferred styles inherent in each of the civil cultures to the next generation students. The experiences of Turkish students in the four countries are compared, offering valuable insights into the changing dynamics of nation-state civil cultures in multicultural societies. Annotation : 2004 Book News, Inc., Portland, OR (booknews.com).
Author: Werner Schiffauer
Publisher: Berghahn Books
ISBN: 9781571815941
Category : Education
Languages : en
Pages : 376
Get Book Here
Book Description
A team of seven European academics report findings from a joint research project examining how the identifications of young people from post-migration backgrounds are contextually constructed, and what factors account for this process. Centered around the civil cultures of four Western European countries--The Netherlands, Britain, Germany, and France--the project investigates ways in which the school curricula, texts, and pedagogical practices serve to transmit the ideals and preferred styles inherent in each of the civil cultures to the next generation students. The experiences of Turkish students in the four countries are compared, offering valuable insights into the changing dynamics of nation-state civil cultures in multicultural societies. Annotation : 2004 Book News, Inc., Portland, OR (booknews.com).
Author: Werner Schiffauer
Publisher: Berghahn Books
ISBN: 9781571815958
Category : Education
Languages : en
Pages : 374
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Book Description
A team of seven European academics report findings from a joint research project examining how the identifications of young people from post-migration backgrounds are contextually constructed, and what factors account for this process. Centered around the civil cultures of four Western European countries--The Netherlands, Britain, Germany, and France--the project investigates ways in which the school curricula, texts, and pedagogical practices serve to transmit the ideals and preferred styles inherent in each of the civil cultures to the next generation students. The experiences of Turkish students in the four countries are compared, offering valuable insights into the changing dynamics of nation-state civil cultures in multicultural societies. Annotation : 2004 Book News, Inc., Portland, OR (booknews.com).
Author: Laura Gilliam
Publisher: Berghahn Books
ISBN: 1805394789
Category : Social Science
Languages : en
Pages : 364
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Book Description
Presenting European Anthropology of Education through eleven studies of European schools, this volume explores the constructing and handling of difference and sameness in the central institutions of schools. Based on ethnographic studies of schools in Greece, England, Norway, Italy, Switzerland, the Czech Republic, Spain, Austria, Russia, Germany, the Netherlands and Denmark, it illustrates how anthropological studies of schools provide a window to larger society. It thus offers insights into cultural lessons taught to children through policies, institutional structures and everyday interactions, as well as into schools’ entanglement in state projects, cultural processes, societal histories and conflicts, and hence into contemporary Europe.
Author: Richard Jenkins
Publisher: Museum Tusculanum Press
ISBN: 8763538415
Category : Psychology
Languages : en
Pages : 381
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Book Description
This book offers a comprehensive, up-to-date look at modern Danish culture.
Author: Sally Anderson
Publisher: IAP
ISBN: 1607526131
Category : Sports & Recreation
Languages : en
Pages : 250
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Book Description
Sally Anderson's book on sport, cultural policy, and “civil sociality” in Denmark has been a long time in coming, but it's well worth the wait. Based on many years of familiarity with Danish society, and countless hours of intensive fieldwork, Dr. Anderson provides us with a unique anthropological perspective on the process by which state cultural policy actively engages civil society in a quest to shape social relations in the public sphere. The particular domain of policy and social activity is nonschool, voluntary sport, in its various forms. By definition, of course, such activity takes place outside the regular Danish school curriculum, but it is not for this reason any less "educational." Indeed, although it is very broadly attended and institutionalized, perhaps because Danish after-school sport is not compulsory, it is all the more compelling for children and youth, and therefore more powerful in certain ways. Indeed, Dr. Anderson has a signal talent for showing us how afterschool sport in Denmark both transmits and produces social knowledge, and powerfully shapes social relations.
Author: Oddrun M.H. Bråten
Publisher: Waxmann Verlag
ISBN: 3830978871
Category : Education
Languages : en
Pages : 231
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Book Description
In this book Oddrun M. H. Bråten set out to utilise and test her methodology for comparative religious education. This synthesises two sets of ideas. The first includes supranational, national and subnational processes. Formal supranational processes refer to international (educational) policymaking in international organisations. Informal supranational processes include secularisation, pluralisation and globalisation. Subnational processes refer to variations between regions within a country. The second set of ideas concerns the societal, institutional, instructional and experiential levels of curriculum. They are affected by supranational, national and subnational processes. In discussing the societal level, attention needs to be given to the histories of religion, state and school in each country. Research at the institutional level involves analysis of relevant policy documents and legislation in each country, while research at the instructional level involves analysis of how teachers interpret, plan and teach the curriculum, while the experiential level researches how students interact with one-another and with teachers to develop their understanding. A third set of ideas includes Bråten's use of Schiffauer and collaborators' concepts of social/national imaginary and civil enculturation. These concepts help in grasping the historical and sociological depth of national traditions. This publication is a groundbreaking study in the methodology of comparative religious education and the author won the award for Outstanding Research Student of 2009-2010 in the field of education at the University of Warwick.
Author: Thea Renda Abu El-Haj
Publisher: University of Chicago Press
ISBN: 022628963X
Category : Education
Languages : en
Pages : 259
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Book Description
Unsettled Belonging tells the stories of young Palestinian Americans as they navigate and construct lives as American citizens. Following these youth throughout their school days, Thea Abu El-Haj examines citizenship as lived experience, dependent on various social, cultural, and political memberships. For them, she shows, life is characterized by a fundamental schism between their sense of transnational belonging and the exclusionary politics of routine American nationalism that ultimately cast them as impossible subjects. Abu El-Haj explores the school as the primary site where young people from immigrant communities encounter the central discourses about what it means to be American. She illustrates the complex ways social identities are bound up with questions of belonging and citizenship, and she details the processes through which immigrant youth are racialized via everyday nationalistic practices. Finally, she raises a series of crucial questions about how we educate for active citizenship in contemporary times, when more and more people’s lives are shaped within transnational contexts. A compelling account of post-9/11 immigrant life, Unsettled Belonging is a steadfast look at the disjunctures of modern citizenship.
Author: Annika Lems
Publisher: Indiana University Press
ISBN: 0253061806
Category : Education
Languages : en
Pages : 244
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Book Description
As unprecedented numbers of unaccompanied African minors requested asylum in Europe in 2015, Annika Lems witnessed a peculiar dynamic: despite inclusionary language in official policy and broader society, these children faced a deluge of exclusionary practices in the classroom and beyond. Frontiers of Belonging traces the educational paths of refugee youth arriving in Switzerland amid the shifting sociopolitical terrain of the refugee crisis and the underlying hierarchies of deservingness. Lems reveals how these minors sought protection and support, especially in educational settings, but were instead treated as threats to the economic and cultural integrity of Switzerland. Each chapter highlights a specific child's story—Jamila, Meron, Samuel, and more—as they found themselves left out, while on paper being allowed "in." The result is a highly ambiguous social reality for young refugees, resulting in stressful, existential balancing acts. A captivating ethnography, Frontiers of Belonging allows readers into the Swiss classrooms where unspoken distinctions between self and other, guest and host, refugee and resident, were formed, policed, and challenged.
Author: James A. Banks
Publisher: SAGE Publications
ISBN: 1412981530
Category : Education
Languages : en
Pages : 2601
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Book Description
The diversity education literature, both nationally and internationally, is broad and diffuse. Consequently, there needs to be a systematic and logical way to organize and present the state of research for students and professionals. American citizens need to understand the dynamics of their increasingly diverse communities and institutions and the global world in which we live, work, and lead. With continually evolving information on diversity policies, practices, and programs, it is important to have one place where students, scholars, teachers, and policymakers can examine and explore research, policy, and practice issues and find answers to important questions about how diversity in U.S. education—enriched with theories, research and practices in other nations—are explained and communicated, and how they affect institutional change at both the K-12 and postsecondary levels. With about 700 signed entries with cross-references and recommended readings, the Encyclopedia of Diversity in Education (4 volumes, in both print and electronic formats) will present research and statistics, case studies, and best practices, policies, and programs at pre- and postsecondary levels. Diversity is a worldwide phenomenon, and while most of the entries in the Encyclopedia will focus on the United States, diversity issues and developments in nations around the world, including the United States, are intricately connected. Consequently, to illuminate the many aspects of diversity, this volume will contain entries from different nations in the world in order to illuminate the myriad aspects of diversity. From A-to-Z, this Encyclopedia will cover the full spectrum of diversity issues, including race, class, gender, religion, language, exceptionality, and the global dimensions of diversity as they relate to education. This four-volume reference work will be the definitive reference for diversity issues in education in the United States and the world.
Author: Will Curtis
Publisher: Learning Matters
ISBN: 1844458229
Category : Education
Languages : en
Pages : 160
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Book Description
This book provides an accessible undergraduate-level introduction to the central educational concepts of learning and culture. In examining these themes it addresses key issues including: what is meant by ′culture′; characteristics commonly associated with contemporary culture; relationships between culture and learning; changing understandings of how, what, where and when we learn; the relationship between learning, national identity and citizenship; and the impact of all these on our way of life today. These ideas are approached from historical, philosophical, sociological, political and psychological perspectives: the traditional disciplines of Education Studies.
