Tradition - Reform - Innovation

Die Buchreihe "Tradition - Reform - Innovation" widmet sich Forschungsergebnissen zur Modernität des Mittelalters aus dem Fachbereich der Geschichte. Die Herausgeber sind Professor Nikolaus Staubach und Professor Bernd Roling. Die Reihe umfasst Monographien und Sammelbände. Die Forschungsschwerpunkte der Reihenherausgeber, die sich auch in der Reihe spiegeln, liegen u. a. auf den Formen und Funktionen öffentlicher Kommunikation, der Hofkultur und Herrscherrepräsentation sowie der politischen Theorie im Mittelalter.

16 publications

Digital Formations

Digital Formations is the best source for critical, well-written books about digital technologies and modern life. Books in the series break new ground by emphasizing multiple methodological and theoretical approaches to deeply probe the formation and reformation of lived experience as it is refracted through digital interaction. Each volume in Digital Formations pushes forward our understanding of the intersections, and corresponding implications, between digital technologies and everyday life. The series examines broad issues in realms such as digital culture, electronic commerce, law, politics and governance, gender, the Internet, race, art, health and medicine, and education. The series emphasizes critical studies in the context of emergent and existing digital technologies.

181 publications

Europäische Wallfahrtsstudien

In der Reihe "Europäische Wallfahrtsstudien" werden Beiträge aus dem Bereich der Theologie und Religionswissenschaft veröffentlicht. Dabei enthalten die Monographien und Sammelbände auch Studien zu dem Gebiet der Archäologie und Kunstwissenschaft. Im Mittelpunkt stehen dabei Forschungen, die sich der europäischen Wallfahrtskultur vom Mittelalter über die Reformation bis heute widmen. Die Forschungsschwerpunkte der Herausgeber sind Theologie und Archäologie.

12 publications

Soziale Baustellen

Soziale Baustellen sind Situationen des alltäglichen Lebens, in denen das Soziale in Veränderung begriffen ist und Probleme, Konflikte und Krisen im mitmenschlichen Umgang Anlässe für Renovierungs-, Neubau- und Abbruchmaßnahmen bieten. Die Schriftenreihe bietet mit vier aktuellen Themen grundlegende Erkenntnisse und Handlungsanleitungen für eine soziale Architektur: Umgang mit Gewalt - Reformation statt Deformation des Sozialen Anleitung zum Streiten - auf Du und Du mit sich und anderen Miteinander umgehen - Geselligkeit und Gemeinsinn im Budget In Gruppen leben - Zusammenhalt und Zugehörigkeit erfahren

1 publications

Emerging Markets Studies

ISSN: 2190-099X

The Peter Lang series Emerging Markets Studies includes works which address opportunities, problems, and challenges of socio-economic development and reform in so-called emerging markets. These comprise middle-income developing and transition economies which are relevant for the world economy due to a large market potential, a favorable or improving investment climate, or due to the availability of important natural resources. Emerging markets have realized or show the potential to generate sustained socio-economic development and growth processes over time. The volumes in this series seek to address three key questions: What are the determinants of successful socio-economic development, What are appropriate reform strategies to overcome impediments to catching-up processes, and how do politico-institutional factors affect the performance of an emerging economy? The scope of the series is comparative, institutionalist, and international. The overall focus of all titles is to enhance the understanding of socio-economic catching-up processes and their institutional foundations from a political-economy perspective. Due to the complexity of development processes and policy reform, various methodological tools and academic approaches may prove to be appropriate. Hence the series includes contributions from various disciplines such as economics, political science, or sociology.

10 publications

History of Schools and Schooling

ISSN: 1085-0678

This series explores the history of schools and schooling in the United States and other countries. The series will examine the historical development of schools and educational processes, with special emphasis on issues of educational policy, curriculum and pedagogy, as well as issues relating to race, class, gender, and ethnicity. Special emphasis will be placed on the lessons to be learned from the past for contemporary educational reform and policy. Although the series will publish books related to education in the broadest societal and cultural context, it especially seeks books on the history of specific schools and on the lives of educational leaders and school founders. This series explores the history of schools and schooling in the United States and other countries. The series will examine the historical development of schools and educational processes, with special emphasis on issues of educational policy, curriculum and pedagogy, as well as issues relating to race, class, gender, and ethnicity. Special emphasis will be placed on the lessons to be learned from the past for contemporary educational reform and policy. Although the series will publish books related to education in the broadest societal and cultural context, it especially seeks books on the history of specific schools and on the lives of educational leaders and school founders. This series explores the history of schools and schooling in the United States and other countries. The series will examine the historical development of schools and educational processes, with special emphasis on issues of educational policy, curriculum and pedagogy, as well as issues relating to race, class, gender, and ethnicity. Special emphasis will be placed on the lessons to be learned from the past for contemporary educational reform and policy. Although the series will publish books related to education in the broadest societal and cultural context, it especially seeks books on the history of specific schools and on the lives of educational leaders and school founders.

73 publications

Studies in Church History

This series in church history offers a place for diverse scholarship that is sometimes too particularly calibrated for any other publishing category. Rather, the richness of the Church History series is in its scope, which variously mixes historical theology and historical hermeneutics, doctrine and practices of piety, religious or spiritual movements, and institutional configurations. Western Europe and the United States continue to provide grounds for exploration and discourse, but this series will also publish books on Christianity in Asia, Africa, and Latin America. Traditional periodization (Early Christian, Medieval, Reformation and Modern eras) grants maximum representation. The particular focus of the series is the treatment of religious thought as being vital to the historical context and outcome of Christian experience. Fresh interpretations of classic and well-known Christian thinkers (e.g., Augustine, Luther, Calvin, Edwards, etc.) using multicultural perspectives, the critical approaches of feminist and men’s studies form the foundation of the series. Meanwhile, new voices from Christian history need illumination and explication by church historians in this series. Authors who are versatile enough to “cross-over” disciplinary boundaries have enormous opportunity in this series to reach an international audience. This series in church history offers a place for diverse scholarship that is sometimes too particularly calibrated for any other publishing category. Rather, the richness of the Church History series is in its scope, which variously mixes historical theology and historical hermeneutics, doctrine and practices of piety, religious or spiritual movements, and institutional configurations. Western Europe and the United States continue to provide grounds for exploration and discourse, but this series will also publish books on Christianity in Asia, Africa, and Latin America. Traditional periodization (Early Christian, Medieval, Reformation and Modern eras) grants maximum representation. The particular focus of the series is the treatment of religious thought as being vital to the historical context and outcome of Christian experience. Fresh interpretations of classic and well-known Christian thinkers (e.g., Augustine, Luther, Calvin, Edwards, etc.) using multicultural perspectives, the critical approaches of feminist and men’s studies form the foundation of the series. Meanwhile, new voices from Christian history need illumination and explication by church historians in this series. Authors who are versatile enough to “cross-over” disciplinary boundaries have enormous opportunity in this series to reach an international audience. This series in church history offers a place for diverse scholarship that is sometimes too particularly calibrated for any other publishing category. Rather, the richness of the Church History series is in its scope, which variously mixes historical theology and historical hermeneutics, doctrine and practices of piety, religious or spiritual movements, and institutional configurations. Western Europe and the United States continue to provide grounds for exploration and discourse, but this series will also publish books on Christianity in Asia, Africa, and Latin America. Traditional periodization (Early Christian, Medieval, Reformation and Modern eras) grants maximum representation. The particular focus of the series is the treatment of religious thought as being vital to the historical context and outcome of Christian experience. Fresh interpretations of classic and well-known Christian thinkers (e.g., Augustine, Luther, Calvin, Edwards, etc.) using multicultural perspectives, the critical approaches of feminist and men’s studies form the foundation of the series. Meanwhile, new voices from Christian history need illumination and explication by church historians in this series. Authors who are versatile enough to “cross-over” disciplinary boundaries have enormous opportunity in this series to reach an international audience.

10 publications

Studies in Vocational and Continuing Education

ISSN: 2235-7327

" The aim of this series is to present critical, historical and comparative research in the field of vocational and continuing education and human research development, seen from a pedagogical, organisational, economic and societal perspective. It discusses the implications of latest research to contemporary reform policies and practices. One central issue reflected in all publications is gender. A basic feature of all volumes is their cross-cultural approach. The series has a firm basis in the international research network “VET and Culture” (Vocational Education and Training and Culture; www.peda.net/veraja/uta/vetculture) and the editors invite distinguished researchers from Europe and other continents to contribute to the series. Studies in Vocational and Continuing Education includes monographs, collected papers editions, and proceedings. "

21 publications

Extreme teaching: rigorous texts for troubled times

ISSN: 1534-2808

Books in this series will provide practical ideas on classroom practice for teachers and teacher educators that are grounded in a profound understanding of the social, cultural, political, economic, historical, philosophical, and psychological contexts of education as well as in a keen sense of educational purpose. Within these contextual concerns contributors will address the ferment, uncertainty, and confusion that characterize the Troubles of contemporary education. The series will focus specifically on the act of teaching. While the topics addressed may vary, EXtreme Teaching is ultimately a book series that addresses new, rigorous, and contextually informed modes of classroom practice. Authors will bring together a commitment to educational and social justice with a profound understanding of a rearticulation of what constitutes compelling scholarship. The series is based on the insight that the future of progressive educational reform rests at the intersection of socio-educational justice and scholarly rigor. Authors will present their conceptions of this rigorous new pedagogical frontier in an accessible manner that avoids the esoteric language of an "in group." In this context, the series editors will make use of their pedagogical expertise to introduce pedagogical ideas to student, teacher, and professional audiences. In this process, they will explain what they consider the basic concepts of a field of study, developing their own interpretive insights about the domain and how it should develop in the future. Very few progressive texts exist to introduce individuals to rigorous and complex conceptions of pedagogical practice: thus, authors will be expected to use their contextualized interpretive imaginations to introduce readers to a creative and 'Progressive view of pedagogy in the field being analyzed. Books in this series will provide practical ideas on classroom practice for teachers and teacher educators that are grounded in a profound understanding of the social, cultural, political, economic, historical, philosophical, and psychological contexts of education as well as in a keen sense of educational purpose. Within these contextual concerns contributors will address the ferment, uncertainty, and confusion that characterize the Troubles of contemporary education. The series will focus specifically on the act of teaching. While the topics addressed may vary, EXtreme Teaching is ultimately a book series that addresses new, rigorous, and contextually informed modes of classroom practice. Authors will bring together a commitment to educational and social justice with a profound understanding of a rearticulation of what constitutes compelling scholarship. The series is based on the insight that the future of progressive educational reform rests at the intersection of socio-educational justice and scholarly rigor. Authors will present their conceptions of this rigorous new pedagogical frontier in an accessible manner that avoids the esoteric language of an "in group." In this context, the series editors will make use of their pedagogical expertise to introduce pedagogical ideas to student, teacher, and professional audiences. In this process, they will explain what they consider the basic concepts of a field of study, developing their own interpretive insights about the domain and how it should develop in the future. Very few progressive texts exist to introduce individuals to rigorous and complex conceptions of pedagogical practice: thus, authors will be expected to use their contextualized interpretive imaginations to introduce readers to a creative and 'Progressive view of pedagogy in the field being analyzed. Books in this series will provide practical ideas on classroom practice for teachers and teacher educators that are grounded in a profound understanding of the social, cultural, political, economic, historical, philosophical, and psychological contexts of education as well as in a keen sense of educational purpose. Within these contextual concerns contributors will address the ferment, uncertainty, and confusion that characterize the Troubles of contemporary education. The series will focus specifically on the act of teaching. While the topics addressed may vary, EXtreme Teaching is ultimately a book series that addresses new, rigorous, and contextually informed modes of classroom practice. Authors will bring together a commitment to educational and social justice with a profound understanding of a rearticulation of what constitutes compelling scholarship. The series is based on the insight that the future of progressive educational reform rests at the intersection of socio-educational justice and scholarly rigor. Authors will present their conceptions of this rigorous new pedagogical frontier in an accessible manner that avoids the esoteric language of an "in group." In this context, the series editors will make use of their pedagogical expertise to introduce pedagogical ideas to student, teacher, and professional audiences. In this process, they will explain what they consider the basic concepts of a field of study, developing their own interpretive insights about the domain and how it should develop in the future. Very few progressive texts exist to introduce individuals to rigorous and complex conceptions of pedagogical practice: thus, authors will be expected to use their contextualized interpretive imaginations to introduce readers to a creative and 'Progressive view of pedagogy in the field being analyzed.

4 publications

Social Justice Across Contexts in Education

ISSN: 2372-6849

Social Justice Across Contexts in Education addresses how teaching for social justice, broadly defined, mediates and disrupts systemic and structural inequities across early childhood, K-12 and postsecondary disciplinary, interdisciplinary and/or transdisciplinary educational contexts. This series includes books exploring how theory informs sustainable pedagogies for social justice curriculum and instruction, and how research, methodology, and assessment can inform equitable and responsive teaching. The series constructs, advances, and supports socially just policies and practices for all individuals and groups across the spectrum of our society’s education system. The series provides sustainable models for generating theories, research, practices, and tools for social justice across contexts as a means to leverage the psychological, emotional, and cognitive growth for learners and professionals. It positions social justice as a fundamental aspect of schooling, and prepares readers to advocate for and prevent social justice from becoming marginalized by reform movements in favor of the corporatization and de-professionalization of education. The over-arching aim is to establish a true field of Social Justice Education that offers theory, knowledge, and resources for those who seek to help all learners succeed. It speaks for, about, and to classroom teachers, administrators, teacher educators, education researchers, students, and other key constituents who are committed to transforming the landscape of schools and communities.

22 publications

Critical Studies in Democracy and Political Literacy

ISSN: 2166-5036

Why do so few people vote? What is political engagement? How does education intersect with democracy and political literacy? What can be learned from interdisciplinary studies on democracy? How do we cultivate political literacy? What is the relevance of elections in light of war, poverty, discrimination, social inequalities, etc.? What are the alternatives to the traditional electoral, representative, party-politics models that have characterized our societies? Is the mainstream media holding government to account, disseminating propaganda or fuelling the need to pacify the population? How do international systems, approaches and realities related to democracy compare, and what can we learn from others? These are some of the questions that are addressed through this book series. Seeking to fill an important gap in the literature, this book series takes on the theme of democracy in a multi-/inter-disciplinary, comprehensive, and critical way. Some books have democracy in the title but do not make it the focus, and often books that address more directly, for example, multiculturalism, media studies, or school reform may delve into the area of democracy without fully deconstructing what it is, how it functions, how people can shape and intersect with it, and how it is used (or misused) to distort power relations, which is at the base of teaching, learning and action. Thus, a broader range of materials specifically tailored to teacher-education and scholars within the education field is desirable. Similarly, the overlapping and interdisciplinary nature of the study of democracy bleeds naturally into the areas of media studies, sociology, political science, peace studies, multiculturalism, feminist studies, and cultural studies, etc., all of which have a natural and inextricable relationship to and within education.

6 publications

Schweizerisches Jahrbuch für Kirchenrecht / Annuaire suisse de droit ecclésial

ISSN: 2235-7106

L'Annuaire suisse de droit ecclésial traite du droit ecclésial sous tous ses aspects, à commencer par la législation respective des Eglises réformée évangélique et catholique romaine et de leurs Eglises cantonales ainsi que de celle des Eglises nationales, c'est-à-dire des lois de l'Etat portant sur la religion et l'Eglise, et étudie en outre des questions relatives au droit religieux qui résultent de l'importance croissante que prennent en Suisse des religions non-chrétiennes. L'Annuaire est destiné à procurer au droit ecclésial, au niveau suisse, un forum permettant aux Eglises cantonales de s'adresserau public d'orientation scientifique, et vice versa, fournissant au droit ecclésial le moyen de mieux se faire entendre du grand public. Le volume 22 conclut la collection. L'Annuaire suisse de droit canonique est publié à partir du volume 23 par le Theologischer Verlag Zürich. L'Annuaire suisse de droit ecclésial est complété par la collection particulière des Cahiers. Das Schweizerische Jahrbuch für Kirchenrecht befasst sich mit der ganzen Breite des Kirchenrechts, angefangen mit dem Recht der evangelisch-reformierten Kirchen sowie der römisch-katholischen Kirche und ihrer Kantonalkirchen, sodann dem Staatskirchenrecht, d.h. denjenigen staatlichen Rechtssätzen, die Religion und Kirche betreffen, und bezieht auch religionsrechtliche Fragestellungen ein, die sich aus der zunehmenden Bedeutung ausserchristlicher Religionen in der Schweiz ergeben. Das Jahrbuch möchte dem Kirchenrecht in der Schweiz ein Forum schaffen, das als Vermittler sowohl von den Kantonalkirchen zur wissenschaftlichen Öffentlichkeit als auch in umgekehrter Richtung wirken kann, und auf diese Weise dem Kirchenrecht in der Öffentlichkeit eine besser hörbare Stimme verleihen. Band 22 schliesst die Reihe ab. Das Schweizerische Jahrbuch für Kirchenrecht erscheint ab Band 23 beim Theologischen Verlag Zürich. Zusätzlich zum Schweizerischen Jahrbuch für Kirchenrecht erscheinen die Beihefte dazu in einer separaten Reihe.

15 publications