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Neu zugewanderte Jugendliche und junge Erwachsene an Berufsschulen

Ergebnisse einer Befragung zu Sprach- und Bildungsbiografien

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Barbara Baumann and Alfred Riedl

Die sprachliche und berufliche Qualifizierung von jungen Geflüchteten sowie allen anderen neu zugewanderten jungen Menschen erfolgt in Bayern zu großen Teilen an Berufsschulen. Schülerinnen und Schüler in Berufsintegrationsklassen im zweiten Schuljahr haben in einer Online-Erhebung Auskunft zu ihrer Sprach- und Bildungsbiografie gegeben.
Dieses Buch wertet die Studie kritisch aus und interpretiert die große Vielfalt innerhalb der Gruppe in Bezug auf Merkmale wie schulische Vorbildung, Mehrsprachigkeit und berufliche Perspektive. Aus den Untersuchungsergebnissen leiten die Autoren Anregungen für die Gestaltung und Weiterentwicklung von Berufsintegrationsmaßnahmen ab.
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History and Education

Engaging the Global Class War

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Curry Stephenson Malott

History and Education is a text that engages the history of the global class war, from the United States to the former Soviet Union, from the People’s Republic of China to the Democratic People’s Republic of Korea, in order to contribute to the development of communist pedagogy. Central to this communist pedagogy is the struggle for Native American sovereignty and for the self-determination of oppressed nations within the U.S. Pedagogical theory is mobilized to highlight the centrality of seizing state power in the movement for transforming capitalist production relations and bourgeois society into socialist relations and a communist form of society premised on the self-determination of racial, ethnic, and linguistic minorities. In the process History and Education challenges both the white chauvinism of pure proletarian communists as well as the anti-communism that, for decades, has dominated the Left in general, and the educational Left in particular, especially in the U.S. The book contributes to the current resurgence in the popularity and appeal of socialism as an achievable and necessary internationalist, solidarity-based alternative to capitalism.
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Marcus Dengler

Marcus Dengler untersucht anhand von Unterrichtskonzepten die derzeitige Umsetzungspraxis der lernfeldorientierten Rahmenlehrpläne im Berufsfeld Metalltechnik. Er arbeitet empirisch in einem Forschungsfeld, das bislang vor allem durch eine theoretische Auseinandersetzung geprägt ist. Seine materialgestützte, inhaltlich-didaktische Analyse der Planungsunterlagen eröffnet eine differenzierte und tragfähige Betrachtung der didaktischen Qualität der Lehrplanumsetzung. Damit einhergehend erfolgt eine intensive Auseinandersetzung mit den didaktisch-methodischen Hintergründen, Bezügen, Wirkungen und Wechselwirkungen des Lernfeldunterrichts.
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The Social Foundations Reader

Critical Essays on Teaching, Learning and Leading in the 21st Century

Eleanor Blair and Yolanda Medina

The Social Foundations Reader is meant for undergraduate and graduate students in introductory foundations of education classes. No other contemporary reader provides such a broad and yet critical view of the issues typically addressed in an introductory foundations course. Instead, most provide a generic and typically conservative perspective on schools and classrooms and do little to encourage students to consider the important roles of critical theory and social justice in the creation of school environments that are responsive to issues of equity and diversity. This book provides a different lens through which students can view what happens in twenty-first-century schools while also considering the perspectives of multiple constituencies: parents, teachers, students and communities. The reader of this text is exposed to a wide range of scholarship in the foundations of education; essays range from the more traditional work of John Dewey to the controversial ideas of Henry Giroux. Contested topics associated with teaching, learning and leading in contemporary public schools are considered within a context where grappling with the answers to fundamental questions that will ultimately guide meaningful school reform is an essential part of becoming an educator. Each of the five sections in the book is accompanied by an introduction and summary/reflection questions to both guide reading and challenge students to think critically about how to synthesize and apply the ideas being presented.
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Joseph L. DeVitis

The last half century has created deep tensions in how we analyze educational and social change. Educators, policymakers, and concerned citizens have had to cope with competing belief systems in evaluating and acting upon school policies and practices. This illuminating book untangles many of the roots of those persistent debates that have divided the nation for so long. It offers readers a critical opportunity to reflect on our continuing ideological struggles by examining popular books that have made a difference in educational discourse.
The editor has specifically selected key books on social and educational controversies that speak to wide audiences. They frame contextual issues that so-called «school reformers» have often neglected – much to the detriment of any real educational progress. Ultimately, this text is meant to stir our consciences, to disorder our certainties, and to compel us to treat education and culture with both reason and passion. It is highly relevant for courses in social foundations of education, school reform, educational policy studies, philosophy of education, history of education, politics of education, curriculum studies, and teacher education.
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Politics, Pedagogy and Power

Bullying in Faculties of Education

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Eelco B. Buitenhuis

Politics, Pedagogy and Power: Bullying in Faculties of Education is the result of research seeking to find explanations for bullying between faculty members in faculties of education around the world. The frank and devastating revelations of professors are shocking and painful, screaming for interrogation. Bullying in faculties of education is a strange phenomenon because anti-bullying programs abound while the behavior occurs at a significant number of faculties of education. The research finds that factors in leadership and neoliberal politics cause this odd phenomenon. Other causes were found in the problematic position of education in the academic world. The underdog position academics in education find themselves in works both ways: notions of being of less importance than any other science are mirrored in feelings people working in education have about themselves. In this research a bricolage is executed, the methodology that intelligently joins research methods driven by the growing understanding of the problem of bullying between professors in education. This makes Politics, Pedagogy and Power a useful guide in methodology classes. This book is a perfect textbook for leadership programs in higher education, because it deals with good and bad leadership and issues of power.
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New Literacies and Teacher Learning

Professional Development and the Digital Turn

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Michele Knobel and Judy Kalman

New Literacies and Teacher Learning examines the complexities of teacher professional development today in relation to new literacies and digital technologies, set within the wider context of strong demands for teachers to be innovative and to improve students’ learning outcomes. Contributors hail from Argentina, Australia, Canada, Finland, Mexico, Norway, and the U.S., and work in a broad range of situations, grade levels, activities, scales, and even national contexts. Projects include early year education through to adult literacy education and university contexts, describing a range of approaches to taking up new literacies and digital technologies within diverse learning practices. While the authors present detailed descriptions of using various digital resources like movie editing software, wikis, video conferencing, Twitter, and YouTube, they all agree that digital «stuff» – while important – is not the central concern. Instead, what they foreground in their discussions are theory-informed pedagogical orientations, collaborative learning theories, the complexities of teachers’ workplaces, and young people’s interests. Thus, a key premise in this collection is that teaching and learning are about deep engagement, representing meanings in a range of ways. These include acknowledging relationships and knowledge; thinking critically about events, phenomena, and processes; and participating in valued social and cultural activities. The book shows how this kind of learning doesn’t simply occur in a one-off session, but takes time, commitment, and multiple opportunities to interact with others, to explore, play, make mistakes, and get it right.
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The Fat Pedagogy Reader

Challenging Weight-Based Oppression Through Critical Education

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Erin Cameron and Constance Russell

Over the past decade, concerns about a global «obesity epidemic» have flourished. Public health messages around physical activity, fitness, and nutrition permeate society despite significant evidence disputing the «facts» we have come to believe about «obesity». We live in a culture that privileges thinness and enables weight-based oppression, often expressed as fat phobia and fat bullying. New interdisciplinary fields that problematize «obesity» have emerged, including critical obesity studies, critical weight studies, and fat studies. There also is a small but growing literature examining weight-based oppression in educational settings in what has come to be called «fat pedagogy». The very first book of its kind, The Fat Pedagogy Reader brings together an international, interdisciplinary roster of respected authors who share heartfelt stories of oppression, privilege, resistance, and action; fascinating descriptions of empirical research; confessional tales of pedagogical (mis)adventures; and diverse accounts of educational interventions that show promise. Taken together, the authors illuminate both possibilities and pitfalls for fat pedagogy that will be of interest to scholars, educators, and social justice activists. Concluding with a fat pedagogy manifesto, the book lays a solid foundation for this important and exciting new field. This book could be adopted in courses in fat studies, critical weight studies, bodies and embodiment, fat pedagogy, feminist pedagogy, gender and education, critical pedagogy, social justice education, and diversity in education.
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April Larremore

Young children’s access to knowledge about gender, relationships, and sexuality has critical implications for their health and well-being, not only in their early years but throughout their lives. This knowledge can build children’s competencies and resilience, contributing to new cultural norms of non-violence in gendered and sexual relationships. For many early childhood teachers, interacting with children about issues concerning gender and sexuality is fraught with feelings of uneasiness and anxiety. For others, familiarity with research on these topics has resulted in rethinking their approaches to sex, gender, and sexuality in their early childhood classrooms. The pedagogical project discussed in Disrupting Gendered Pedagogies in the Early Childhood Classroom examines the tensions associated with one teacher’s attempts to rethink gendered narratives and childhood sexuality in her own classroom. This project illustrates that it is possible for early childhood teachers to use feminist poststructuralism and queer theory to deepen their understandings and responses to children’s talk, actions, and play regarding sex, gender, and sexuality and to use these understandings to inform their professional practice.
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The Curriculum

Whose Internationalization?

João M. Paraskeva

The Curriculum: Whose Internationalization? asks a series of important questions in the re-examination of the internationalization of curriculum studies. It reflects the work of the Internationalization of Curriculum Studies Task Force – created at the American Association for the Advancement of Curriculum Studies annual meeting in New Orleans in 2011 – in the context of new theoretical avenues such as the Itinerant Curriculum Theory (ICT) to help address issues related to the problematic nature of internationalization and globalization.