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Christoph Maus

Der Autor untersucht den Stellenwert volkswirtschaftlicher Inhalte innerhalb der kaufmännischen Berufsbildung. Während fachorientierte Lehrpläne durch enge inhaltliche Vorgaben gekennzeichnet sind, eröffnen lernfeldbasierte Rahmenlehrpläne mit Blick auf die unterrichtliche Umsetzung unterschiedliche inhaltliche Schwerpunktsetzungen. Der Autor zeichnet die fachliche Genese volkswirtschaftlicher Inhalte nach und prüft, welche Einflussfaktoren die unterrichtliche Relevanz volkswirtschaftlicher Inhalte beeinflussen. In diesem Rahmen stehen personelle Aspekte auf Seiten der Lehrpersonen sowie die Wirkung von Abschlussprüfungen im Fokus der Arbeit.

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Überzeugungen zu frühkindlichen Bildungs- und Lernprozessen und die damit implizierten Aufgaben

Eine qualitative Studie in Kindertageseinrichtungen der deutschsprachigen Schweiz

Katrin Schaerer-Surbeck

Der Bedarf an frühkindlichen Betreuungseinrichtungen ist unbestritten und ihnen werden neue Funktionen zugeschrieben: Individuelles Begleiten und Unterstützen von frühkindlichen Bildungs- und Lernprozessen. Damit steht das Personal vor neuen Herausforderungen.

Wenn ein Paradigmenwechsel hin zu einem «Bildungsauftrag» angestrebt wird, lässt sich dies nicht über die Köpfe des frühpädagogischen Fachpersonals hinweg realisieren. Deren Verständnis und Überzeugungen beeinflussen zentral die Umsetzung der neuen Anforderungen.

In der vorliegenden Untersuchung wird der Frage nachgegangen, wie die Fachpersonen ihre Aufgaben in Bezug auf das Begleiten von frühkindlichen Bildungs- und Lernprozessen beschreiben. Dabei sollen, und so ist die qualitative Studie angelegt, die Protagonisten und mehr noch die Protagonistinnen selber zu Wort kommen. Ihre Überzeugungen werden in ihrer Komplexität aufgefächert und dargestellt. Die Studie leistet einen Beitrag zur aktuellen Bildungs-, Qualitäts- und Professionalisierungsdebatte im Frühbereich.

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Jana Rückmann

Im Rahmen einer empirischen Studie an Berliner beruflichen Schulen untersucht die Autorin Evaluations- und Entwicklungsprozesse und dabei insbesondere die subjektive Perspektive der pädagogischen Akteure. Die Studie umfasst Dokumentenanalysen, Gruppeninterviews sowie eine Lehrkräftebefragung. Die Befunde verweisen unter anderem auf eine abnehmende Distanz gegenüber internen Evaluationsmaßnahmen sowie auf einen Anstieg an Evaluationsaktivitäten. Direkte Wirksamkeiten für den Prozess der Evaluation selbst sowie Kontinuität und Nachhaltigkeit der Evaluationsaktivitäten lassen sich hingegen kaum beobachten. Die Analyse der Ergebnisse zeigt, dass die pädagogischen Akteure die bildungspolitischen Vorgaben überwiegend als extern induziert, als wenig kompatibel mit den einzelschulischen Bedürfnissen sowie als zusätzliche Belastung wahrnehmen.

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Dreams and Deception

Sports Lure, Racism, and Young Black Males' Struggles in Sports and Education

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Isabel Ann Dwornik

This book helps young black males, educators, policy makers, parents, and all other interested parties to understand the importance of education alongside athletic pursuits. In the world today, many young black males view athletic participation as the way to secure a successful future. Yet for the majority of them, dreams of playing professional sports rarely pan out. Many end up returning to a life of poverty as a result of the sports lure which deceives them and entices them to focus exclusively on athletic talent at the expense of their education. This book presents a social historical and critical deconstruction introducing readers to this sports lure, revealing what makes it so powerful in the lives of these youths. As Isabel Ann Dwornik documents, centuries-worth of racism in the United States is at the core of this phenomenon, which has affected the academic identity development of black male youths and has discouraged them from taking full advantage of their schooling.

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Bob Coulter

Building Kids’ Citizenship Through Community Engagement offers a compelling, empirically-based argument for giving young people opportunities to grow through productive involvement with their local community. Drawing on John Dewey’s pragmatic frame of experience and concepts of bildung that inform educational practice in Europe, the book speaks directly to teachers and parents who are looking for a way to support young people in their efforts to become confident, self-directed citizens. Throughout, the book offers a paradigm for growth that counters the limits of narrow visions of schooling and equally thin out-of-school learning opportunities which serve to limit young people’s potential.

In framing the argument, veteran educator Bob Coulter draws on more than 30 years of experience that includes extensive work with youth as a classroom teacher and in a variety of other community-based efforts, as well as 18 years of work as a mentor to teachers and parents. Key themes running through the Building Kids’ Citizenship Through Community Engagement include a cogent argument in support of young people assuming an active, age-appropriate role as citizens, as well as a modern updating of Dewey’s concept of experience that is suitable for a technological age. These theoretical ideas are made tangible through specific recommendations for productive uses of digital technology and through a critical review of several frameworks that have proven useful for designing and evaluating the quality of the kids’ community-based learning experiences.

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Pedagogy of Survival

The Narratives of Millicent E. Brown and Josephine Boyd Bradley

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Karen Meadows

With particular focus on the first-hand narratives of two desegregation pioneers—their stories, sufferings, and pedagogy of survival—this book gives voice to unsung heroes and the often overlooked view of the adolescent perspective to address the question of how one can endure and thrive in the midst of hardship and tragedy. While enduring her own personal trauma, the author wrestled with the question, “How will I survive?” The answer, she discovered, was in the actual act of surviving and in the navigational strategies she employed and witnessed in the lives of others. In Pedagogy of Survival, the author uses the narratives of ordinary people to highlight extraordinary lessons of perseverance. The integration of historical and present-day change agents challenges readers to examine their own lives and see that they, too, have the ability to not merely withstand trials, but to become agents of change. Everyone has a story that matters and can serve as a lesson for someone else. So what is your story? How will you use it to help others? Ultimately, what is your pedagogy of survival?
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«Covenant Keeper»

Derrick Bell’s Enduring Education Legacy

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Gloria Ladson-Billings and William Tate

Although he spent his career as a lawyer and law school professor, Derrick Bell had a profound impact on the field of education in the area of educational equity. Among many accomplishments, Bell was the first African American to earn tenure at the Harvard Law School; he also established a new course in civil rights law and produced what has become a famous casebook: Race, Racism, and American Law. The man who could rightly be called, «The Father of Critical Race Theory,» Bell was an innovator who did things with the law that others had not thought possible. This volume highlights Bell’s influence on a number of prominent education and legal scholars by identifying some of his specific work and how they have used it to inform their own thinking and practice. What is contained here is an assemblage of contributors with deep commitments to the path-breaking work of Derrick Bell – a scholar, a teacher, an activist, a mentor, and a covenant keeper.

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Border Crossing «Brothas»

Black Males Navigating Race, Place, and Complex Space

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Ty-Ron M. O. Douglas

Winner of the 2017 Society of Professors of Education Book Award

Border Crossing «Brothas» examines how Black males form identities, define success, and utilize community-based pedagogical spaces to cross literal and figurative borders. The tragic deaths of Michael Brown in Ferguson, Tamir Rice in Cleveland, and numerous others from Brooklyn, Britain, and Bermuda whose lives have been taken prematurely suggest that negotiating race, place, and complex space is a matter of life and death for Black males. In jurisdictions such as the U.S. and Bermuda, racial tensions are the palpable and obvious reality, yet the average citizen has no idea how to sensibly react. This book offers a reasonable response that pushes readers to account for and draw on the best of what we know, the core of who we are, and the needs and histories of those we serve.
 
Drawing on the educational and socializing experiences of Black males in Bermuda – a beautiful yet complex island with strong connections to the U.S., England, and the Caribbean – this book offers educators and leaders new language for postcolonial possibilities and emancipatory epistemologies related to Black male identities and success in a global context. Intriguing findings and fresh frameworks grounded in understandings of race, class, ability, transnationalism, culture, colonialism, and the construction/performance of gendered identity emerge in this book.

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You Can't Teach Us if You Don't Know Us and Care About Us

Becoming an Ubuntu, Responsive and Responsible Urban Teacher

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Omiunota Nelly Ukpokodu

This book addresses the needs of diverse urban students for a new kind of teacher, classroom learning context, curriculum, and pedagogy in order to effectively learn, perform, and achieve. Drawing on the African concept of Ubuntu as a fundamental framework for enacting a humanizing pedagogy, the text invites teachers, students, and families to enter into an interdependent and interconnected relationship for education. This book is uniquely transformative as it elevates the centrality of student humanity and models the integration of emergent theories and practices, utilizing real-life stories to enlighten and illuminate. Emphasis is placed on Ubuntu pedagogy as a model to emulate, anchored on five ethical dimensions: humanism and Ubuntu competence, relationship and learning community, humanism in the curriculum, pedagogical and instructional excellence, and collaboration and partnership. Particularly valuable for teachers learning to cultivate the spirit of Ubuntu that undergirds their ability to be humane, responsive, socially- just, efficacious, and resilient, this book is a cutting-edge resource for effectively addressing the persistent academic achievement of diverse urban students.

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The Philosophy of Open Learning

Peer Learning and the Intellectual Commons

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Markus Deimann and Michael A. Peters

In this book, internationally recognized scholars provide in-depth insight into the emerging field of open education. The Philosophy of Open Learning provides an overview of the current debates and introduces the reader to the overall discourse on open education. The broad range of topics, including MOOCs (Massive Open Online Courses) and OERs (Open Educational Resources) is aimed at demonstrating that open education has emerged as a new principle for organizing higher education. Based on this idea, the book covers various issues that are backed up by thorough philosophical reflections that provide orientation for the heated debates. Open education is discussed in its various imbrications to other open movements, such as open access, and its relevance for education over the last fifteen years.