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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.
Browsing the web for school: social inequality in adolescents’ school-related use of the internet
(2019)
This article examines whether social inequality exists in European adolescents’ school-related Internet use regarding consuming (browsing) and productive (uploading/sharing) activities. These school-related activities are contrasted with adolescents’ Internet activities for entertainment purposes. Data from the Programme for International Student Assessment (PISA) 2012 is used for the empirical analyses. Results of partial proportional odds models show that students with higher educated parents and more books at home tend to use the Internet more often for school-related tasks than their less privileged counterparts. This pattern is similar for school-related browsing and sharing Internet activities. In contrast to these findings on school-related Internet activities, a negative association between parental education and books at home is found with adolescents’ frequency of using the Internet for entertainment purposes. The implications of digital inequalities for educational inequalities are discussed.
The article focuses on the way events are connected with preceding events of the same type carrying out a participatory observation on a golden wedding celebrated in a small village in the middle of Germany. Events are formally connected by their participants. In contrast to participant networks, the chronological order of event-event networks is evident. Different models for the connection of events are discussed with reference to a classic dataset of the "Deep South" study DAVIS, GARDNER and GARDNER (1941). A stability of forms (in the sense of SIMMEL's "formal sociology" [1908]) was found with a variation of some elements. The main reason for the stability is the uncertainty that arises when people temporarily change their position from that of guest to host. They fall back on approved forms for their celebration. Professionals are the other important position. They ensure that events will take place as they did in the past. It is proposed that an analysis of the chronological order of networks between events can lead to a renaissance in the cultural analysis of forms. The analysis presented is an approach to an investigation of the development of culture.
As a result of globalization, the number of people living outside of their countries of origin is on the rise. Among them are children of primary and secondary school age of varying socio-economic backgrounds. This article addresses the education-related challenges that children in such circumstances face. I first identify two principles – an educational adequacy principle and a presumption of responsibility on the part of a host country for meeting children’s educational
needs – which are widely employed to guide national policy decisions on educational content and the distribution of educational resources. I then discuss a number of problems that students living abroad face which, I argue, policies devised on the basis of these principles either systematically overlook or, in some cases, exacerbate. Finally, I offer two alternative principles – a cosmopolitan revision of the first and a replacement for the second with a focus on collective responsibility – designed to promote education policies better suited to a globalized world which might help to alleviate the barriers to success commonly encountered by children learning abroad.
This paper studies the intergenerational effects of parental unemployment on students’ post-secondary transitions. Besides estimating the average treatment effect of parental unemployment on transition outcomes, we identify the economic, psychological or other intra-familial mechanisms that might explain any adverse impact of parental unemployment. Using longitudinal data from the German Socio-Economic Panel and propensity score matching estimators we find that paternal unemployment has an adverse impact on the likelihood of entering tertiary education, whereas maternal unemployment does not. We also find that the magnitude of the effect depends on the duration of unemployment. Even though we are unable to fully account for the underlying mechanisms, our mediation analysis suggests that the effect of paternal unemployment is not due to the loss of income, but relates to the negative consequences of unemployment for intra-familial well-being and students’ declining optimism about their academic prospects.
Highlights
• Family structure transitions decrease academic school track attendance among children of less educated parents.
• Children of highly educated fathers in single-mother families also have lower outcomes.
• Reduced income and increased exposure to poverty are relevant mediators.
• There is no cumulative disadvantage linked to a further transition to a stepfamily.
• Previous parental separation does not affect educational outcomes for children residing with a highly educated stepfather.
Abstract
Recent research has documented that the effect of parental separation on children’s educational outcomes depends on socioeconomic background. Yet, parental separation could lead to a stable single-parent family or to a further transition to a stepfamily. Little is known about how the effect of family structure transitions on educational outcomes depends on the education of parents and stepparents, and there has been limited empirical research into the mechanisms that explain heterogeneity in the effects of family transitions. Using longitudinal data from the German Socio-Economic Panel and models with entropy balancing and sibling fixed effects, I explore the heterogeneous effects of family transitions during early and middle childhood on academic secondary school track attendance, grades and aspirations. I find that family transitions only reduce the academic school track attendance among children of less educated parents living in stepfamilies or with a single mother after parental separation, and among children of highly educated fathers living in single-mother families. The mechanisms that partly explain these effects relate to reduced income and exposure to poverty after parental separation. The findings underscore the importance of considering the stepparent's educational level, indicating that the adverse consequences of parental separation on educational outcomes are mitigated when a highly educated stepfather becomes part of the family. Overall, these findings align more closely with the resource perspective than the family stability perspective.
Quest and query: interpreting a biographical interview with a turkish woman laborer in Germany
(2003)
Hülya, a young woman who came to Germany from Turkey at the age of 17 in pursuit of a better life looks back at the age of 31. In her biographical query she relates her experiences to a social commentary on the hard and inhuman conditions of contract labor. At the same time she is critical of the common sense notions that suffering and social problems are the main consequences of labor migration. In our analytical query of "doing biographical analysis" we discuss how we interpreted Hülya's narrative and commentary in socio-historical context and also in relation to the discourse on migration from Turkey. We looked for terms to analyze agency and suffering within biographical accounts without giving priority to either of them. Referring to the analysis of another case and to the concept of "twofold perspectivity" we describe how both suffering and also pursuing one's potential are negotiated in biographical quests and queries.
This paper examines and rejects two normative justifications for low-fee private schools (LFPS), whose expansion throughout the Global South in recent years has been significant. The first justification – what I shall call the ideal thesis – contends that LFPS are the best mechanism to expand access to quality education, particularly at the primary level, and that the premise of their success is that they reject educational equality and state intervention in educational affairs, traditionally associated with public schools, embracing instead educational adequacy and unregulated markets for education. Against this thesis, the paper argues that an ideal educational arrangement must not do away with educational equality and some degree of state interference. The other justification for LFPS – the secondbest thesis – contends that although LFPS do not represent the ideal state of affairs, they nonetheless bring us a step closer to the ideal of universal primary education; they are a ‘realistic’ approximation to that goal. Against the second-best thesis, the paper argues that this justification commits the approximation fallacy: by deviating from the ideal educational arrangement LFPS may obstruct rather than facilitate its achievement.
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.
There is a consensus that transnational soft governance has unleashed the forces of change in higher education. However, individual national HE systems are still anchored in country-specific regulatory regimes, which reflect national-historical, institutional, and cultural developments. Against this background, three crucial questions guide our study: How does the state react to transnational pressures for change? How is transnationally inspired policy change ‘digested’ by the preexisting country-specific governance structures? And to what extent have national HE systems converged on a common governance model? To address these questions, we conduct a multilevel comparative analysis of developments in Germany, France, and Italy. We first break down the concept of higher education governance into sub-dimensions and derive concrete policy indicators for three historically embedded governance ideal types. Drawing on historical institutionalism and institutional isomorphism, we explore how historical legacies and transnational communication have impacted policy pathways over the past 30 years. We graphically illustrate the policy trajectories using our ‘governance triangles’, which encompass the balance of power between multiple actors, including the state and universities, university management and the academic profession, and external stakeholders.