Soziale Dienste, Schule und zivilgesellschaftliches Klima

In an international perspective cooperation between social services and school has a long tradition. In the German speaking countries we can recognize a historical distance or gap between school and “social pedagogy”, but despite this tradition new forms of cooperation are arising since the last few years. This tendency is part of the development of European societies into “knowledge-based societies” where knowledge and cultural capital are becoming ever stricter criteria for participation in society. This puts particular pressure on those adolescents who threaten to fail in the positional competition for educational qualifications. And it tends to the reproduction and reinforcing of social inequalities due to inequalities in education. For that reason in the article the development of school related social services in different European countries is investigated and it is shown that the increasing pressure to qualification and selection in school creates various problems of integration. Social dimensions of education are pointed out delivering starting points for the cooperation of social services in school and opening opportunities for productive forms of coping with differences between family background, informal social environment and educational milieu in school. Particular attention is paid to differences in socio cultural habits, in socio economical opportunities and in collective practices of interaction. A central focus in the contribution is the orientation towards a participative civil society climate relevant for the interaction between teachers and pupils and between professionals and addressees of social services as well. It is a task of future research in school related social services to analyse their institutional structure and their practices of professional interaction and to find out by European and international comparison in which way social services can contribute to the establishing of a participative civil society climate in school.

Zukunftspotential durch Design und RM

Im Bereich Medical Design spielen eine hohe Funktionalität und eine angenehme Handhabung eine grosse Rolle. In den Engineering-Projekten der Erdmann Design AG werden kühne Ideen in den Raum gesetzt die das Klima für Innovationen fördern. „Innovation entsteht aus elementarer Neugier und Lust auf eine bessere Zukunft“, sagt Raimund Erdmann. „Wir beraten mit unseren Feed Forward Methoden Start-up Firmen, Kleinunternehmen wie auch etliche, börsenkotierte, international aktive Unternehmen. Und das für excellentes Industrial Design, Corporate Design und Design Management“ mit den überzeugenden Möglichkeiten des Rapid Manufacturing.Im Bereich Medical Design spielen eine hohe Funktionalität und eine angenehme Handhabung eine grosse Rolle. In den Engineering-Projekten der Erdmann Design AG werden kühne Ideen in den Raum gesetzt die das Klima für Innovationen fördern. „Innovation entsteht aus elementarer Neugier und Lust auf eine bessere Zukunft“, sagt Raimund Erdmann. „Wir beraten mit unseren Feed Forward Methoden Start-up Firmen, Kleinunternehmen wie auch etliche, börsenkotierte, international aktive Unternehmen. Und das für excellentes Industrial Design, Corporate Design und Design Management“ mit den überzeugenden Möglichkeiten des Rapid Manufacturing.

Childrens Participation and Citizenship in a Global Age. Empowerment, Tokenism or Discriminatory Disciplining?

This article explores children’s participation and citizenship, taking its point of departure in the empirical observation of a paradox: On the hand there is a general participatory climate and a growing commitment to empowerment of children, and on the other hand some children’s experience of discrimination, disciplining and distrust. The analysis is structured into three main parts: 1) Participation, approached from Hart’s Ladder of Participation and Bourdieu’s theorizing of power dynamics; 2) Rights, using Marshall’s tripartite conceptualization, namely civil rights, political rights and social rights, supplemented by a discussion of the right to care and cultural rights; and 3) Identity, theorized using Delanty’s conceptualization of citizenship as a learning process The article concludes that children’s citizenship, and the initiatives that are accounted for as facilitating their well being and participation though social work, too often tend towards tokenism if not discriminatory disciplining and exclusion, rather than empowerment, due to political, organisational and discursively shaped power relations.