Interkulturelle Pädagogik. Eine Zwischenbilanz

Der Aufsatz gibt einen Überblick über die Geschichte der pädagogischen Auseinandersetzung mit den spezifischen Bildungsaufgaben von Einwanderungsgesellschaften in Europa nach dem Zweiten Weltkrieg. Betrachtet werden die Entwicklungen in den Bildungssystemen Englands, Frankreichs und (West-)Deutschlands. Berührt werden dabei Fragen des Theorie-Praxis-Verhältnisses, des Verhältnisses von sprachlicher und kultureller Bildung und der politischen Funktion pädagogischer Positionen. Der Aufsatz kommt zu der Aussage, daß die interkulturelle Pädagogik heute in allen drei betrachteten Bildungssystemen eine schwere Krise erleidet, die sie nur überstehen kann, falls es gelingt, ihre bisherigen Erkenntnisse in grundlegende Neuentwicklungen einzubringen. (DIPF/Orig.)

Emigration und Remigration in der Erziehungswissenschaft. Zur Einführung in den Themenschwerpunkt

Mit [dem] Themenschwerpunkt versuch[t die Redaktion], nicht nur ein Bewußtsein der Bedeutung von Emigration und Remigration für die Disziplinentwicklung zu wecken, sondern auch einen weiteren Schritt in der Forschung zu tun, mit Fallstudien über lokale Entwicklungen, mit Analysen subdisziplinärer Kontinuitäts- und Diskontinuitätsmuster und mit personenbezogenen Studien über die Disziplinentwicklung nach 1945 in SBZ und DDR. Für die Pädagogik an der Frankfurter Universität (Feidel-Mertz/Lingelbach) wird eine paradigmatische Kontroverse zwischen eher gesellschaftskritischen und eher affirmativen Theorien sichtbar, die durch die politischen Ereignisse 1933 entschieden wird und einem gesellschaftskritischen Paradigma erst nach 1968/1970 wieder eine Chance einräumt (und eher nebenher werden auch die Differenzen zwischen nationalsozialistischer und nationalkonservativer Pädagogik am Exempel H. Weinstocks herausgearbeitet). An der Nachkriegsgeschichte von Besetzungsprozeduren an der Hamburger Universität kann Ch. Kersting nicht nur die unterschiedlichen Formen der Aufmerksamkeit für die Emigranten belegen (die man angesichts der Verdrängungs-These nicht erwartet hätte), sondern auch den Bedeutungswandel der Verdrängungsannahme selbst. […] Konzentriert auf eine Subdisziplin behandeln G. Miller-Kipp und M. Kipp - mit der Frage nach Theoriewandel bei Personenkontinuität […] die Theorie-Geschichte der Berufs- und Wirtschaftspädagogik […]. Die Beiträge von U. Wiegmann und G. Geissler erinnern schließlich daran, daß wir auch unsere bildungshistorischen Fragen an die Disziplin nicht mehr im Lichte der alten Ost-West-Trennung formulieren dürfen. Beide Beiträge zeigen aber, welche neuen Probleme und Schwierigkeiten sich damit stellen. (DIPF/Orig.)

Gewaltsame Verdrängung und prekäre Kontinuität. Zur Entwicklung der wissenschaftlichen Pädagogik in Frankfurt am Main vor und nach 1933

Die Autoren stellen für das Pädagogische Seminar an der Stiftungsuniversität in Frankfurt a. Main dar, wie durch die Entlassung und folgende Emigration von P. Tillich, C. Mennicke und H. Weil eine sozialwissenschaftliche Pädagogik in ihrer Entwicklung abgebrochen wurde, die dort schon seit Anfang des Jahrhunderts u.a. mit J. Ziehen begonnen hatte. Seit 1933 dominierte dann eine nationalpolitische Pädagogik und Erziehungsidee. (DIPF/Orig.)

Kontinuierliche Karrieren - diskontinuierliches Denken? Entwicklungslinien der pädagogischen Wissenschaftsgeschichte am Beispiel der Berufs- und Wirtschaftspädagogik nach 1954

Die Frage des Neubeginns pädagogischer Wissenschaft in Deutschland wird hier im Blick auf die gesellschaftliche Funktion von Wissenschaft gestellt und am Beispiel einer Teildisziplin, der Berufs- und Wirtschaftspädagogik (BWP), vorläufig beantwortet. Basis dafür sind die Berufsbiographien sowie die Theorie- und Wissensproduktion samt der Diskursform von 23 Hochschullehrern der BWP, dem vermutlich vollständigen Personenkorpus dieser Disziplin und der ersten Generation ihrer Vertreter in Westdeutschland nach 1945. Danach zeichnet sich die BWP durch personale Kontinuität, theoretische Homogenität und diskursive Selbstreferentialität aus und zeigt sich dieser Konstanz nach als ein geschlossener Wissenschaftsprozeß seit 1930 bis 1960. Der war freilich politisch offen; gesellschaftlich gesehen war und verhielt sich die Disziplin funktional. (DIPF/Orig.)

Gärungsprozesse statt Ablagerungen. Oder: Erwartungen an ein Handbuch

Aus Anlass von Band V des Handbuchs der deutschen Bildungsgeschichte: 1918-1945 - Die Weimarer Republik und die nationalsozialistische Diktatur. Herausgegeben von Dieter Langewiesche und Heinz-Elmar Tenorth, München 1989 (DIPF/Orig.)

Fear, trust and Aborigines : The historical experience of state institutions and current encounters in the health system

Troubled dynamics between residents of an Aboriginal town in Queensland and the local health system were established during colonisation and consolidated during those periods of Australian history where the policies of 'protection' (segregation), integration and then assimilation held sway. The status of Aboriginal health is, in part, related to interactions between the residents' current and historical experiences of the health and criminal justice systems as together these agencies used medical and moral policing to legitimate dispossession, marginalisation, institutionalisation and control of the residents. The punitive regulations and ethnocentric strategies used by these institutions are within the living memory of many of the residents or in the published accounts of preceding generations. This paper explores current residents' memories and experiences.

Phylogenetic placement of the sugarcane orange rust pathogen Puccinia kuehnii in a historical and regional context

Sugarcane orange rust, caused by Puccinia kuehnii, was once considered a minor disease in the Australian sugar industry. However, in 2000 a new race of the pathogen devastated the high-performing sugarcane cultivar Q124, and caused the industry Aus$150–210 million in yield losses. At the time of the epidemic, very little was known about the genetic and pathogenic diversity of the fungus in Australia and neighbouring sugar industries. DNA sequence data from three rDNA regions were used to determine the genetic relationships between isolates within two P. kuehnii collections. The first collection comprised only recent Australian field isolates and limited sequence variation was detected within this population. In the second study, Australian isolates were compared with isolates from Papua New Guinea, Indonesia, China and historical herbarium collections. Greater sequence variation was detected in this collection and phylogenetic analyses grouped the isolates into three clades. All isolates from commercial cane fields clustered together including the recent Australianfield isolates and the Australian historical isolate from 1898.The other two clades included rust isolates from wild and garden canes in Indonesia and PNG. These rusts appeared morphologically similar to P. kuehnii and could potentially pose a quarantine threat to the Australian sugar industry. The results have revealed greater diversity in sugarcane rusts than previously thought.

Historical and Personal Perspectives on the Fall of the Berlin Wall, 1989: address to 20th anniversary forums.

The story of the fall of the Berlin Wall was an aspect of the “imagination gap” that we had to wrestle with as journalists covering the collapse of the Eastern Bloc in Europe. It was scarcely possible to believe what you found yourself reporting, and that work became a two-track process. On one hand a mass social movement was dictating the pace and direction of events; on the other, the institutional business of politics as usual, to provide a framework for all the change that was happening, had to be managed – and reported on. In later analyseds we could see, that crisis in the Soviet Union led to the crisis over the Berlin Wall; and from the fall of the Wall, came Germany’s reunification, and with that also, formation of the European Union as it is today. The government of the Federal Republic of Germany convinced its neighbours that a reunited Germany, within an expanded EU, would be a very acceptable “European Germany” -- not the leader of a “German Europe”. It committed itself financially, supporting the new Euro currency. The former communist states of Eastern Europe demanded to join and expand the EU; in order to remove themselves from the Soviet Union, enjoy human rights, and share in Western prosperity. So today, following on from the events of 1989, the European Union is an amalgam of 27 member countries, with close to 500 million citizens and accounting for 30 % of world Gross National Product.

Historical timelines : analyzing multimodal text design

The recent focus on literacy in Social Studies has been on linguistic design, particularly that related to the grammar of written and spoken text. When students are expected to produce complex hybridized genres such as timelines, a focus on the teaching and learning of linguistic design is necessary but not sufficient to complete the task. Theorizations of new literacies identify five interrelated meaning making designs for text deconstruction and reproduction: linguistic, spatial, visual, gestural, and audio design. Honing in on the complexity of timelines, this paper casts a lens on the linguistic, visual, spatial, and gestural designs of three pairs of primary school aged Social Studies learners. Drawing on a functional metalanguage, we analyze the linguistic, visual, spatial, and gestural designs of their work. We also offer suggestions of their effect, and from there consider the importance of explicit instruction in text design choices for this Social Studies task. We conclude the analysis by suggesting the foci of explicit instruction for future lessons.

How current pedagogy methods in games teaching in the UK, Australia and the US have been shaped by historical, socio cultural, environmental and political constraints

Crucial to enhancing the status and quality of games teaching in schools is a developed understanding of the teaching strategies adopted by practitioners. In this paper, we will demonstrate that contemporary games‟ teaching is a product of individual, task and environmental constraints (Newell, 1986). More specifically, we will show that current pedagogy in the U.K., Australia and the United States is strongly influenced by historical, socio-cultural environmental and political constraints. In summary, we will aim to answer the question „why do teachers teach games the way they do.‟ In answering this question, we conclude that teacher educators, who are trying to influence pedagogical practice, must understand these potential constraints and provide appropriate pre-service experiences to give future physical education teachers the knowledge, confidence and ability to adopt a range of teaching styles when they become fully fledged teachers. Essential to this process is the need to enable future practitioners to base their pedagogical practice on a sound understanding of contemporary learning theories of skill acquisition.

An historical analysis of the development of thinking in the principal writings of Malcolm Knowles

Malcolm Shepherd Knowles was a key writer and theorist in the field of adult education in the United States. He died in 1997 and left a large legacy of books and journal articles. This thesis traced the development of his thinking over the 46-year period from 1950 to 1995. It examined the 25 works authored, co-authored, edited, reissued and revised by him during that period. The writings were scrutinised using a literature research methodology to expose the theoretical content, and a history of thought lens to identify and account for the development of major ideas. The methodology enabled a gradual unfolding of the history. A broadly-consistent and sequential pattern of thought focusing on the notion of andragogy emerged. The study revealed that after the initial phases of exploratory thinking, Knowles developed a practical-theoretical framework he believed could function as a comprehensive theory of adult learning. As his thinking progressed, his theory developed into a unified framework for human resource development and, later, into a model for the development of self-directed lifelong learners. The study traced the development of Knowles’ thinking through the phases of thought, identified the writings that belonged within each phase and produced a series of diagrammatic representations showing the evolution of his conceptual framework. The production of a history of the development of Knowles’ thought is the major outcome of the study. In addition to plotting the narrative sequence of thought-events, the history helps to explicate the factors and conditions that influenced Knowles’ thinking and to show the interrelationships between ideas. The study should help practitioners in their use and appreciation of Knowles’ works.

Cherbourg State School in historical context.

Cherbourg State School is some 300 kilometres northwest of Brisbane. It is situated in an Aboriginal community at Cherbourg with approximately 250 students, all of whom are Indigenous Australian children. Cherbourg State School aims to generate good academic outcomes for its students from kindergarten to Year 7 and nurture a strong and positive sense of what it means to be Aboriginal in today's society. In a context where the community continues to grapple with many social issues born of the historical processes of dispossession and disempowerment, Cherbourg State School is determined that its children can and will learn to become 'Strong and Smart'. It is a journey that has been charted by Chris Sarra, the school's first Aboriginal principal, in his paper Young and Black and Deadly: Strategies for Improving Outcomes for Indigenous Students, which describes how pride and expectations were engendered in the school over a four-year period from 1998. In this article the author discusses the historical context of the school and its impact on the Indigenous people of Cherbourg. The aim is to consider the historical, political, social and cultural context around the creation of Cherbourg State School. The author critically examines the historical records of the role of the State Government and the white settlers in the setting up and creation of the Aboriginal Reserve and later the primary school. Throughout the author addresses an absence � a voice missing from history � the voice of the Aboriginal people. This exercise in collective memory was designed to provide an opportunity for those who have seldom been given the opportunity to tell their story. Instead of the official view of Cherbourg School it provides a narrative which restores the victims of history to a place of dignity and indeed humanity.

The historical understandings : an overview

This chapter will explore some of the pioneering ideas about adolescence. It begins with origin of the word 'adolescence,' before probing into various perspectives related to the emergence of modern day adolescent. It then offers a look at the theoretical models of adolescence. Finally, it looks at the evolution of an adolescent in the school...

Adiabatic compression testing - part I : historical development and evaluation of fluid dynamic processes including shock-wave considerations

Adiabatic compression testing of components in gaseous oxygen is a test method that is utilized worldwide and is commonly required to qualify a component for ignition tolerance under its intended service. This testing is required by many industry standards organizations and government agencies. This paper traces the background of adiabatic compression testing in the oxygen community and discusses the thermodynamic and fluid dynamic processes that occur during rapid pressure surges. This paper is the first of several papers by the authors on the subject of adiabatic compression testing and is presented as a non-comprehensive background and introduction.