Educational Psychology

Educational Psychology: Critical Pedagogical Perspectives is a collection of relevant and dynamic works by scholars and practitioners of Critical Pedagogy, Critical Constructivism, and Educational Psychology. Reflecting a multitude of social, political, and intellectual developments prompted by the mentor Paulo Freire, Educational Psychology: Critical Pedagogical Perspectives enlivens the educator’s process with theory and practice that promote personal agency, social justice, and academic achievement. Often countering the dominant discourse with provocative and yet practical alternatives, Educational Psychology: Critical Pedagogical Perspectives speaks to educators on the forefront of social change and those who champion social justice.

52 publications

Sozio-ökonomische Perspektiven in Südosteuropa / Socio-Economic Perspectives in South-Eastern Europe

In englischer und deutscher Sprache behandelt die Reihe Sozio-ökonomische Perspektiven in Südosteuropa / Socio-Economic Perspectives in South-Eastern Europe aktuelle Themen wie den Annäherungsprozess Kroatiens an die EU, sowie Reflektionen zu Wirtschaftsformen wie dem kognitiven Kapitalismus in weiteren südosteuropäischen Staaten wie Ungarn und Slowenien.

4 publications

Schriftenreihe der Società. Forum für Ethik, Kunst und Recht

Die Società – Forum für Ethik, Kunst und Recht bietet in ihrer Schriftenreihe dem Austausch all jener Wissenschaften ein Forum, die sich der Erforschung der Grundlagen einer freien Gemeinschaft verschrieben haben. Besonderes Augenmerk wird hierbei auf die Geisteswissenschaften, die Rechtswissenschaften und die Informationswissenschaften gelegt. Die Ergebnisse der interdisziplinären Konferenzen der Società sowie ausgewählte Monografien helfen Antworten auf die Frage zu finden, wie der Gesellschaftsvertrag einer Gemeinschaft freier gestaltender Individuen aussehen könnte – vor allem angesichts technologischer Innovation und divergierender ethischer Konzepte.

2 publications

Textbooks and Educational Media

ISSN: 2995-8407

0 publications

Institutionelle und Sozial-Ökonomie / Institutional and Socio-Economics

"In the "Institutional and Socio-Economics" book series, the economy is studied as a genuinely social system of heterogeneous agents in an institutional context. The series includes a broad range of different methodological approaches, theoretical perspectives and subjects of study. Interdependencies among agents in complex social systems can be studied using evolutionary economic models, as well as institutional economic and simulation studies. Hence, the focus is being laid on approaches that are more explorative than the standard equilibrium analysis; on approaches that allow for complexity; on approaches that consider development, history, institutions, and values. Thus, we may conclude that institutions are more than just devices for the reduction of transaction costs. From an institutionalist perspective, institutions are the common and collective solutions to social decision problems, particularly social dilemma problems, coordination problems, and collective-good problems. Such solutions require ‘recognized interdependence’ and learned coordination and cooperation, thus a learned culture of a long-run perspective – emerging as the result of a process of interactions. Institutions often are transitory only, part of the ongoing dynamics, adequately modeled possibly as an evolutionary process. Also, they may be instrumental solutions to a social decision problem at first and may degenerate into ceremonial power-and-status-based phenomena later, thus limiting the possibility of further innovation and development. In a genealogy of economics, the thematic and methodological spectrum of this book series would embrace the history of thought beginning with the classics including great names such as Adam Smith and Karl Marx but also the late classics who already have struggled with issues like complexity, process, historical time, and evolution. In newer times, the spectrum continues with Veblenian, Keynesian, and Post-Keynesian thinking; it would also include works in the traditions of original institutionalist economics, ecological economics, Neo-Schumpeterian thinking, evolutionary economics, and game theory. Social economics and social policy analysis, behavioral economics, complex modeling, system dynamics, and agent-based computational economics would be embraced as well. Such lists, however, can never be exhaustive. Last not least, institutional and socio-economics deals with the epistemology and substance of values, norms and ethics, value warrants of economic behavior as well as the normative foundations of economics. This series, thus, stands in the best traditions of plural economic research areas and pluralistic theoretical perspectives. It may be called ’heterodox’, but it shall always be cutting-edge and of high quality. Enjoy exploring the works of this book series. The Editors: Wolfram Elsner Editor-in-Chief University of Bremen Torsten Heinrich Managing Editor University of Bremen Wilfred Dolfsma Co-Editor University of Groningen Arne Heise Co-Editor University of Hamburg Helge Peukert Co-Editor University of Erfurt Werner Schönig Co-Editor Catholic University of Applied Sciences Cologne Homepage der Herausgeber: Prof. Dr. Wolfram Elsner (Editor-in-Chief) Dr. rer. pol. Torsten Heinrich (Managing Editor) " "In the "Institutional and Socio-Economics" book series, the economy is studied as a genuinely social system of heterogeneous agents in an institutional context. The series includes a broad range of different methodological approaches, theoretical perspectives and subjects of study. Interdependencies among agents in complex social systems can be studied using evolutionary economic models, as well as institutional economic and simulation studies. Hence, the focus is being laid on approaches that are more explorative than the standard equilibrium analysis; on approaches that allow for complexity; on approaches that consider development, history, institutions, and values. Thus, we may conclude that institutions are more than just devices for the reduction of transaction costs. From an institutionalist perspective, institutions are the common and collective solutions to social decision problems, particularly social dilemma problems, coordination problems, and collective-good problems. Such solutions require ‘recognized interdependence’ and learned coordination and cooperation, thus a learned culture of a long-run perspective – emerging as the result of a process of interactions. Institutions often are transitory only, part of the ongoing dynamics, adequately modeled possibly as an evolutionary process. Also, they may be instrumental solutions to a social decision problem at first and may degenerate into ceremonial power-and-status-based phenomena later, thus limiting the possibility of further innovation and development. In a genealogy of economics, the thematic and methodological spectrum of this book series would embrace the history of thought beginning with the classics including great names such as Adam Smith and Karl Marx but also the late classics who already have struggled with issues like complexity, process, historical time, and evolution. In newer times, the spectrum continues with Veblenian, Keynesian, and Post-Keynesian thinking; it would also include works in the traditions of original institutionalist economics, ecological economics, Neo-Schumpeterian thinking, evolutionary economics, and game theory. Social economics and social policy analysis, behavioral economics, complex modeling, system dynamics, and agent-based computational economics would be embraced as well. Such lists, however, can never be exhaustive. Last not least, institutional and socio-economics deals with the epistemology and substance of values, norms and ethics, value warrants of economic behavior as well as the normative foundations of economics. This series, thus, stands in the best traditions of plural economic research areas and pluralistic theoretical perspectives. It may be called ’heterodox’, but it shall always be cutting-edge and of high quality. Enjoy exploring the works of this book series. May 2012 The Editors: Wolfram Elsner Editor-in-Chief University of Bremen Torsten Heinrich Managing Editor University of Bremen Wilfred Dolfsma Co-Editor University of Groningen Arne Heise Co-Editor University of Hamburg Helge Peukert Co-Editor University of Erfurt Werner Schönig Co-Editor Catholic University of Applied Sciences Cologne Homepage der Herausgeber: Prof. Dr. Wolfram Elsner (Editor-in-Chief) Dr. rer. pol. Torsten Heinrich (Managing Editor) " "In the "Institutional and Socio-Economics" book series, the economy is studied as a genuinely social system of heterogeneous agents in an institutional context. The series includes a broad range of different methodological approaches, theoretical perspectives and subjects of study. Interdependencies among agents in complex social systems can be studied using evolutionary economic models, as well as institutional economic and simulation studies. Hence, the focus is being laid on approaches that are more explorative than the standard equilibrium analysis; on approaches that allow for complexity; on approaches that consider development, history, institutions, and values. Thus, we may conclude that institutions are more than just devices for the reduction of transaction costs. From an institutionalist perspective, institutions are the common and collective solutions to social decision problems, particularly social dilemma problems, coordination problems, and collective-good problems. Such solutions require ‘recognized interdependence’ and learned coordination and cooperation, thus a learned culture of a long-run perspective – emerging as the result of a process of interactions. Institutions often are transitory only, part of the ongoing dynamics, adequately modeled possibly as an evolutionary process. Also, they may be instrumental solutions to a social decision problem at first and may degenerate into ceremonial power-and-status-based phenomena later, thus limiting the possibility of further innovation and development. In a genealogy of economics, the thematic and methodological spectrum of this book series would embrace the history of thought beginning with the classics including great names such as Adam Smith and Karl Marx but also the late classics who already have struggled with issues like complexity, process, historical time, and evolution. In newer times, the spectrum continues with Veblenian, Keynesian, and Post-Keynesian thinking; it would also include works in the traditions of original institutionalist economics, ecological economics, Neo-Schumpeterian thinking, evolutionary economics, and game theory. Social economics and social policy analysis, behavioral economics, complex modeling, system dynamics, and agent-based computational economics would be embraced as well. Such lists, however, can never be exhaustive. Last not least, institutional and socio-economics deals with the epistemology and substance of values, norms and ethics, value warrants of economic behavior as well as the normative foundations of economics. This series, thus, stands in the best traditions of plural economic research areas and pluralistic theoretical perspectives. It may be called ’heterodox’, but it shall always be cutting-edge and of high quality. Enjoy exploring the works of this book series. The Editors: Wolfram Elsner Editor-in-Chief University of Bremen Torsten Heinrich Managing Editor University of Bremen Wilfred Dolfsma Co-Editor University of Groningen Arne Heise Co-Editor University of Hamburg Helge Peukert Co-Editor University of Erfurt Werner Schönig Co-Editor Catholic University of Applied Sciences Cologne Homepage der Herausgeber: Prof. Dr. Wolfram Elsner (Editor-in-Chief) Dr. rer. pol. Torsten Heinrich (Managing Editor) "

11 publications

Educational Equity in Community Colleges

ISSN: 2690-4438

This series centers theory and practice in enacting educational equity, and, ultimately, educational justice at the administrative, institutional/programmatic, governance, and pedagogical levels of community colleges and other institutions of higher learning (Woods & Harris, 2016; Nevarez & Wood, 2010). There is a corpus of literature on the pernicious effects of oppressive pedagogy at the K-12 level, especially for traditionally marginalized, minoritized students (Nasir, 2011; Delpit, 2012; Leonardo, 2010). However, this is not the case at the community college level even though these same traditionally marginalized, minoritized students overwhelming start their college careers in two-year community colleges. Frankly, though there are many valuable contributions to community college education, overall there is a dearth of literature on critical, justice-centered pedagogy, theory and practice (i.e., praxis) within community college administration, governance, programming, and pedagogy. Community college practitioners are interested in enacting educational equity. However, there is little community college-specific literature for them to use to reimagine and, ultimately, reconstruct their administrative, programmatic, and pedagogical practices so that these institutionalized practices become commensurate with educational equity and justice (Tuck & Yang, 2018). Therefore, the goal of this series is to blend the work of university researchers and community college practitioners to illuminate best practices in achieving educational equity and justice via a critical-reality pedagogical framework (Giroux, 2004; Emdin, 2017; Sims, 2018). This series aims to highlight work that illuminates both the successes and struggles in developing institutionalized practices that positively impact poor ethno-racially minoritized students of color. Therefore, we will be looking at pedagogies, policies, and practices that are intentionally developed, curated and sustained by committed educators, administrators, and staff at their respective college campuses that work to ensure just learning conditions for all students.

4 publications

Erziehungskonzeptionen und Praxis / Educational Concepts and Practice

Die Reihe “Erziehungskonzeptionen und Praxis / Educational Concepts and Practice befasst sich mit dem Gebiet der Pädagogik. Dabei bietet die Reihe ein breites Spektrum an Veröffentlichungen zu diversen Unterrichtsmethoden. Es erscheinen sowohl Beiträge zur Sprach-, Musik-, Literatur und Politikdidaktik, als auch zur Grundlagenreflexion der Lehrausbildung und des Bildungssystems. Herausgegeben wird die Reihe von dem Professor für Erziehungswissenschaften Gerd-Bodo von Carlsburg.

83 publications

Education beyond Borders

The “Education beyond Borders series“ establishes a forum for theoretical and practical contributions on Education and Sociology. By connecting typical questions on education with new aspects of academic mobility and migration, the series seeks to investigate contemporary global trends and impacts on Didactics and Pedagogy and vice versa. The editor professor Fred Dervin has an exceptional focus on multicultural education. This series will not be continued. The “Education beyond Borders series“ establishes a forum for theoretical and practical contributions on Education and Sociology. By connecting typical questions on education with new aspects of academic mobility and migration, the series seeks to investigate contemporary global trends and impacts on Didactics and Pedagogy and vice versa. The editor professor Fred Dervin has an exceptional focus on multicultural education. This series will not be continued. The “Education beyond Borders series“ establishes a forum for theoretical and practical contributions on Education and Sociology. By connecting typical questions on education with new aspects of academic mobility and migration, the series seeks to investigate contemporary global trends and impacts on Didactics and Pedagogy and vice versa. The editor professor Fred Dervin has an exceptional focus on multicultural education. This series will not be continued.

2 publications

Confronting Systemic Omissions and Impacts in Educational Policy

8 publications

Beiträge zur Pädagogischen und Rehabilitationspsychologie. Studies in Educational and Rehabilitation Psychology

ISSN: 1865-083X

The book series Contributions to Educational and Rehabilitation Psychology has been published since 2010 with the aim of documenting new scientific approaches and topical trends from the highly differentiated fields of educational and rehabilitative psychology. The previous main topics were related to basic phenomena of memory and learning, new learning methods which can be used in school lessons and rehabilitative training, learning and adjustment disorders as well as coping with traumatic experiences e.g., after severe natural disasters, such as the 2004 tsunami in South-East Asia. The monographs and anthologies are edited by certified psychologist, Prof. Dr. Evelin Witruk in German and English. Die Reihe Beiträge zur Pädagogischen und Rehabilitationspsychologie erscheint seit 2010 mit dem Ziel, neue wissenschaftliche Zugänge und aktuelle Trends aus den weit verzweigten Gebieten der Pädagogischen Psychologie und der Rehabilitationspsychologie zu dokumentieren. Schwerpunkte liegen auf Basisphänomenen von Gedächtnis und Lernen, neuen Lernmethoden, die in Unterricht und Rehabilitation Anwendung finden können, Lern- und Anpassungsstörungen sowie der Verarbeitung traumatischer Erlebnisse, z. B. nach schweren Naturkatastrophen wie dem Tsunami 2004 in Südostasien. Die Monographien und Sammelbände werden von Frau Diplompsychologin, Prof. Dr. Evelin Witruk in deutscher und englischer Sprache herausgegeben.

10 publications

Education Management

ISSN: 1947-6256

The Education Management: Contexts, Constituents, and Communities (EM:c3) series includes the best scholarship on the varied dynamics of educational leadership, management, and ad-ministration across the educational continuum. In order to disseminate ideas and strate-gies useful for schools, colleges, and the education community, each book investigates critical topics missing from the extant literature and engages one or more theoretical perspectives. This series bridges the gaps between the traditional management research, practical approaches to academic administration, and the fluid nature of organizational realities. Additionally, the EM:c3 series endeavors to provide meaningful guidance on con-tinuing challenges to the effective and efficient management of educational contexts. Volumes in the series foreground important policy/praxis issues, developing professional trends, and the concerns of educational constituencies. The aim is to generate a corpus of scholarship that discusses the unique nature of education in the academic and social spaces of all school types (e.g., public, private, charter, parochial) and university types (e.g., public, private, historically black, tribal institutions, community colleges). The EM:c3 series offers thoughtful research presentations from leading experts in the fields of educational administration, higher education, organizational behavior, pub-lic administration, and related academic concentrations. Contributions represent re-search on the United States as well as other countries by comparison, address issues related to leadership at all levels of the educational system, and are written in a style ac-cessible to scholars, educational practitioners and policymakers throughout the world.

17 publications