When the future of mankind is at stake the question of Bildung has to be brought to the fore. Because Bildung, a term which has no equivalent in English is dealing with the foundations of emancipation and liberation in both meanings an individual and a societal one.
This book uses international and interdisciplinary approaches to the comparative study of education in its political, sociological, and economic contexts. Major topics include critical theory, hegemony, postmodernism, oppression, disabilities, emancipation, corporatism, meritocracy, democracy, socialization, reproduction, pluralism, inequality, social analysis, postindustrialism, predatory culture, pragmatism, and 'subversion'. Educators from the US, UK, Canada, Netherlands, FRG, Israel, and Sweden survey the current educational scene in the US and Western Europe, major policy debates, and possible solutions for current public policy dilemmas.
Since the 1990s, the emerging field of childhood studies has been a catalyst for empirical research, policy analysis, and the development of professional practice. Which concepts and theories are the most helpful in analyzing phenomena relevant to children's lives? The Future of Childhood Studies reflects on this debate and discusses current challenges of major disciplines within the social studies of childhood. The contributions approach the question of how childhood studies needs to and might develop in the future by focusing on: -the social and cultural character of childhood in relation to the generational order--change or continuity? -the social construction of childhood and children's agency--critical challenges or critiques? -the role of new technologies in the cultural and social construction of childhood--revolution or intensification? -interdisciplinarity--new knowledge or just more knowledge? -synthesizing social theory, social policy, and empirical findings of social science research--conformism or expansion? -participation and children's rights--technologies of the self or routes to (roots of) politicization? Finally, the book considers whether alternative conceptualizations of children and childhood are needed in late modernity/late capitalism.
Critically analyzing Israeli-Jewish migration to Germany, A Double Burden combines complementary approaches from the social sciences—quantitative, qualitative, and ethnographic research—to track migrants' reasons for moving, their families' reactions, their settlement in the new country, and their social and economic integration, construction of identity, and perceptions of old and new antisemitism in Germany. Each chapter is placed within a relevant theoretical framework, the entire discussion set against the background of present-day international migration in general, migration to Germany in particular, and the Jewish experience in unified Germany. Rich with empirical evidence and presented with exceptional clarity and accessibility, A Double Burden will appeal to scholars of migration studies, the Israeli Diaspora, and German-Jewish life, as it also illuminates trauma and memory among third-generation Holocaust survivors.
When the future of mankind is at stake the question of Bildung has to be brought to the fore. Because Bildung, a term which has no equivalent in English is dealing with the foundations of emancipation and liberation in both meanings an individual and a societal one.
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