Der Tod des Diktators und die Gegenwart der Vergangenheit: Rumänien 1989-2002

Rumäniens Weg in die Demokratie nach 1989 ist ein Weg gewaltsamer Revolution, der partiellen Elitenkontinuität und des bewussten Verdrängens. Das hieraus resultierende, alle politische Gruppen einende Leiden an der politischen Kultur Rumäniens spiegelt sich nicht zuletzt wider in der Auseinandersetzung um den Tod des Diktatorenpaares Nicolae und Elena Ceausescu. Der offene politische Streit um die Ceausescu-Jahre und die Dezemberrevolution beginnt nach einer Zeit des Unbehagens erst jetzt, so die These des Beitrags. Er schildert die Gründe für den gewaltsamen Umsturz, richtet den Blick indes vor allem auf die symbolische und diskursive Verortung der 'gestohlenen Revolution'. Angemessen scheint deshalb eine 'dichte Beschreibung', die zugleich zurückgreift auf Konzepte der Transformationsforschung, der Generationensoziologie, der klassischen Revolutionstheorie sowie auf das von Ernst Kantorowicz entwickelte Modell der 'zwei Körper des Königs'.

Hans-Christoph Koller: Bildung anders denken, Einführung in die Theorie transformatorischer Bildungsprozesse. Stuttgart: Kohlhammer 2012 [Rezension]

Rezension von: Hans-Christoph Koller: Bildung anders denken, Einführung in die Theorie transformatorischer Bildungsprozesse, Stuttgart: Kohlhammer 2012 (194 S.; ISBN 978-3-17-021980-9)

Teaching boys in neoliberal and postfeminist times: Feminization and the question of re-masculinization in the education system and policy field

This paper focuses on teaching boys, male teachers and the question of gendered pedagogies in neoliberal and postfeminist times of the proliferation of new forms of capitalism, multi-mediated technologies and the influence of globalization. It illustrates how a politics of re-masculinization and its reconstitution needs to be understood as set against changing economic and social conditions in which gender equity comes to be re-focused on boys as the ‚new disadvantaged‘. This re-framing of gender equity, it is argued, has been fuelled by both a media-inspired backlash discourse about ‚failing boys‘ and a neo-positivist emphasis on numbers derived primarily from standardized testing regimes at both global and national levels. A media-focused analysis of the proliferation of discourses about ‚failing boys‘ vis-a-vis the problem of encroaching feminization in the school system is provided to illuminate how certain truths about the influence of male teachers come to define how the terms of ensuring gender equity are delimited and reduced to a question of gendered pedagogies as grounded in sexed bodies. Historical accounts of the feminization of teaching in the North American context are also provided as a basis for building a more informed understanding of the present, particularly as it relates to the contextualization of policy articulation and enactment regarding the problem of teaching boys. In light of such historically informed and critical media analysis, it is argued that what is needed is a more informed, evidenced based policy articulation of the problem of teaching boys and a more gender sensitive reflection on the politics of masculinities in postfeminist times. (DIPF/Orig.)