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Institute
- Gesellschaftswissenschaften (75) (remove)
In the 21st century, the division of housework remains gendered, with women on average still spending more time doing chores than their male partners. While research has studied why this phenomenon is so persistent, few studies have yet been able to assess the effect of gender ideology and socio-economic resources at the same time, usually due to data restrictions. We use data from the pairfam, a new and innovative German panel study, in order to test the effect of absolute and relative resources as well as his and her gender ideology on the division of housework. We employ a life course perspective and analyze trajectories of couples’ housework division over time, using multi-level random effects growth curve models. We find that an egalitarian gender ideology of both him and her significantly predicts more egalitarian division-trajectories, while neither absolute nor relative resources appear to have an effect on the division of housework over time. Furthermore, our results expand the literature by investigating how these processes differ among childless couples and couples who experience the first birth.
Beyond radicalism and resignation: the competing logics for public participation in policy decisions
(2016)
Participation – like justice or freedom – is a term that can be constructed in multiple ways. However, existing typologies of participation pay little attention to the alternative logics for public participation in policy decisions: either they assume one particular normative bias or categorise by institutional design features without reference to the broader ideology that informs the use of these designs. This paper outlines an alternative approach that connects the variety in participatory practices to competing theories of democracy and public administration. It identifies four archetypes of participation: knowledge transfer; collective decision-making; choice and voice; and arbitration and oversight.
The Methodological seminar was conducted by the scientific journal “Philosophy of Education” (Institute of Higher Education, National Academy of Educational Sciences of Ukraine). The participants of the seminar were Prof. Panos Eliopoulos (University of Peloponnese, Greece), Lyudmyla Gorbunova, Mykhailo Boychenko, Olga Gomilko, Mariia Kultaieva, Volodymyr Kovtunets, Sergiy Kurbatov, Anna Laktionova, Tetiana Matusevych, Natalia Radionova, Iryna Stepanenko, Maya Trynyak and Viktor Zinchenko. On March 30, 2016, a methodological seminar was conducted at the Institute of Higher Education NAES of Ukraine. This seminar was devoted to the discussion of educational problems in the area of mass culture, and relative opportunities for the development of individuality. The report «Mass culture, education and the perspective of individuality» was made by Panos Eliopulos, professor of Peloponnese University, a member of journal’s «Філософія освіти. Philosophy of Education” editorial board. The scientists from the Institute of Higher Education, Institute of Philosophy of the National Academy of Sciences of Ukraine, Taras Shevchenko National University of Kyiv, Skovoroda National Pedagogical University of Kharkiv participated in this event. Designated issues were observed primarily from the point of view of the Frankfurt School representatives, as well as representatives of modern critical philosophy of education and critical pedagogy. It was emphasized that T.Adorno’s ideas and ideas of other Frankfurt School members, which were developed in the middle of the last century, continue to be relevant in current socio-cultural contexts. The technical rationalism which became the rationalism of dominance in the context of technological civilization, could not provide the way toward the liberation of man and the development of his or her individuality. Market society with its instrumental rationality leads to homogenization and standardization of mass culture and as a result, we have a semi-education, leading to destruction of personality and social pathologies. The panelists agreed that semi-education reflects the crisis of ideals of education and training as far as a suspension of human emancipation process. Due to suspension of the creative process of a person formation, replacing it by the processes of stereotyping based on mimetic rationality, culture itself loses creative potential. The process of degradation of education and culture in the semi-education eventually leads to its destruction at theoretical level and the elaboration of the practice of anti-education. Only through returning of the individual and maintaining his or her social importance due to the tools of holistic education it is possible to overcome such stereotyping. For Frankfurt School members, and those who share their ideals, true education in its meta-theoretical sense becomes the important factor, contributing to the emancipation of society and individual. This idea is particularly important in the context of contemporary challenges and threats from instrumentalization of approaches to the process of transformation of the Ukrainian culture and education.
This article uses survey data from the German Socio-Economic Panel (GSOEP) to analyze the persistence of educational attainment across three generations in Germany. I obtain evidence of a robust effect of grandparents’ education on respondents’ own educational attainment in West Germany, net of parental class, education, occupational status, family income, parents’ relationship history, and family size. I also test whether the grandparent effect results from resource compensation or cumulative advantage and find empirical support for both mechanisms. In comparison, the intergenerational association between grandparents’ and respondents’ education is considerably weaker in East Germany and is also mediated completely by parental education. There are hardly any gender differences in the role of grandparents for respondents’ educational attainment, except for the fact that resource compensation is found to be exclusively relevant for women’s attainment in both West Germany and in East Germany after German reunification and the associated transition to an open educational system.
The paper broaches the issue of unfair trading practices (UTPs) at the expense of, economically spoken, weaker actors among the food supply chain in context of the EU. For illustrating the concept of UTPs and delivering a theoretical basis for scrutinizing the term of fairness in respective trading practices the paper suggests the three variables 1) bargaining power, 2) market power/anti competitive practices and 3) unequal gain distribution. Subsequently the article presents selected national food-specific legislative based reactions towards UTPs evolved in context of the three variables. Ultimately the paper presents a qualitatively generated hypothesis which presumes that legislative food-specific measurements focussing on protecting suppliers lead to a beneficial monetary share for farmers, by means of influencing the producer price to a monetarily advantageous extent. The hypothesis was generated unprejudiced in the run-up to the paper. The research design which led to the hypothesis mentioned will be presented.
Populism is widely thought to be in tension with liberal democracy. This article clarifies what exactly is problematic about populism from a liberal–democratic point of view and goes on to develop normative standards that allow us to distinguish between more and less legitimate forms of populism. The point of this exercise is not to dismiss populism in toto; the article strives for a more subtle result, namely, to show that liberal democracy can accommodate populism provided that the latter conforms to particular discursive norms. What the article calls a ‘liberal ethics of populism’ turns out to be closely bound up with a broader ethics of peoplehood, understood as a way of articulating who ‘the people’ are in a way that is compatible with liberal–democratic principles of political justification. Such an ethics, concludes the article, inevitably has a much wider audience than populist political actors: its addressees are all those who seek legitimately to exercise power in the name of the people.
Germany has experienced a rise in xenophobic attacks since it began to welcome refugees from Syria and elsewhere. Sebastian Jäckle and Pascal D. König have mapped these attacks and drawn some striking conclusions about their causes. They were more common in regions with a strong far-right presence and fewer migrants. One attack also tended to spark others – as did condemnation of xenophobia by national leaders, and Islamist terror. Britain saw a similar spike in xenophobic crime after the referendum. The authors ask whether the UK can learn from Germany’s painful experience.
In modern welfare states, family policies may resolve the tension between employment and care-focused demands. However these policies sometimes have adverse consequences for distinct social groups. This study examined gender and educational differences in working parents’ perceived work–family conflict and used a comparative approach to test whether family policies, in particular support for child care and leave from paid work, are capable of reducing work–family conflict as well as the gender and educational gaps in work–family conflict. We use data from the European Social Survey 2010 for 20 countries and 5296 respondents (parents), extended with information on national policies for maternity and parental leave and child care support from the OECD Family Database. Employing multilevel analysis, we find that mothers and the higher educated report most work–family conflict. Policies supporting child care reduce the level of experienced work–family conflict; family leave policy appears to have no alleviating impact on working parents’ work–family conflict. Our findings indicate that family policies appear to be unable to reduce the gender gap in conflict perception and even widen the educational gap in work–family conflict.
With the Open Conference "Being a Citizen in Europe" in Zagreb (Croatia, 29-30 June 2015) external scholars were invited to connect to the bEUcitizen-project and to explore theoretical foundations and political as well as practical realities of today’s European citizenship. The structuring idea was to highlight potential core barriers towards EU citizenship and to do so by way of conceptual discussions as well as empirical analyses mapping a variety of citizenship practices in the EU. This was reflected in four thematic streams gathering contributions from both external and bEUcitizen researchers. The streams reflected on different kinds of barriers, conceptual and practical ones. They revolve around the normative promise of citizenship, the diversity of practices and possible paths of future development.
While stream 1 reflected on the dynamic of (re)configuring citizenship as a bounded or unbounded concept, stream 2 applied a comparative perspective on the diversity of rights-based citizenship practices. Stream 3 addressed the political dimension of EU-Citizenship and discussed a lack of citizenship participation as a farreaching barrier as well as possible remedies. Finally, stream 4 focused on linguistic diversity and the difficulties it creates regarding the conceptual and practical dimension of EU-citizenship. Taken together the contributions lucidly reflect the variety of disciplines cooperating in the bEUcitizen-project and their different points of view on EU-citizenship.
The crucial lesson from the contributions to the Open Conference for the theoretical task of WP 2 and the bEUcitizen-project more generally is that without conceptual clarity about the meaning of EU-citizenship the task of identifying practical barriers and evaluating the latter’s effects remains ambivalent. A shared understanding of the meaning of a (future) EU citizenship is still missing. What shall EU citizenship be or become: a fully-fledged democratic citizenship or a market-citizenship, bundling certain rights implied by the internal market freedoms? This undecided question is at the core of the debate on EU citizenship. In order to prevent citizens from turning their backs on the EU a public contestation of our understanding of the EU is needed. European democracy à venir requires an ongoing public debate about what European integration is all about and where it should lead us to – even and especially when there is no consensus about it.