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Il mercato scolastico di Ginevra: concorrenza e interdipendenza tra attori statali e non statali
No full textDieser Artikel analysiert die Dynamiken des Genfer Schulmarktes, indem er die Schulvermeidung in der Sekundarstufe 1 untersucht. Zur Erfassung des Ausmasses der Schulvermeidung, der Merkmale der betroffenen Schüler*innen sowie der gemiedenen bzw. besuchten Schulen werden Monitoringdaten von 17.013 Schüler*innen herangezogen. Die Ergebnisse belegen, dass die Vermeidung ein signifikantes Phänomen ist, das von sozialer Herkunft und Nationalität der Schüler beeinflusst wird. Sie offenbaren eine Segmentierung und Spezialisierung des Bildungsangebots im Privatschulbereich, in dem verschiedene Schulprofile auf spezifische Anforderungen reagieren. Die Interdependenz zwischen öffentlichem und privatem Sektor bei der Strukturierung des Genfer Schulmarktes wird in der Diskussion um das Konzept der «Bildungsnischen» deutlich.This article focuses on the dynamics of the school market in Geneva by examining school avoidance in secondary 1 education. Using data monitoring the schooling of 17,013 students, the study examines the extent of avoidance, the characteristics of the students concerned, and the schools that are avoided or sought after. The results show that avoidance is a significant phenomenon, influenced by students’ social background and nationality. They indicate a segmentation and specialization of educational provision in the private sector, where different school profiles meet specific demands. By discussing the concept of ‘educational niches’, the article highlights the interdependence between the public and private sectors in structuring Geneva’s school market.Cet article analyse les dynamiques du marché scolaire genevois en examinant l’évitement scolaire au secondaire 1. À partir des données de suivi de la scolarité de 17 013 élèves, l’étude examine l’ampleur de l’évitement, les caractéristiques des élèves concerné·e·s et des établissements évités ou recherchés. Les résultats montrent que l’évitement est un phénomène significatif, influencé par l’origine sociale et la nationalité des élèves. Ils révèlent une segmentation et une spécialisation de l’offre éducative dans l’enseignement privé, où divers profils d’établissements répondent à des demandes spécifiques. En discutant le concept de «niches éducatives», l’article souligne l’interdépendance entre les secteurs public et privé dans la structuration du marché scolaire genevois.Questo articolo analizza le dinamiche del mercato scolastico ginevrino esaminando l’evitamento scolastico nel primo ciclo di istruzione secondaria. Sulla base dei dati di 17.013 allievi/e, lo studio esamina l’entità del fenomeno, le caratteristiche degli studenti coinvolti o delle studentesse coinvolte e le scuole evitate o ricercate. I risultati mostrano che l’evitamento è un fenomeno significativo, influenzato dall’origine sociale e dalla nazionalità degli allievi. Essi rivelano inoltre una segmentazione e specializzazione dell’offerta formativa privata, dove vari profili scolastici rispondono a esigenze specifiche. Discutendo il concetto di «nicchie educative», l’articolo evidenzia l’interdipendenza tra i settori pubblico e privato nella strutturazione del mercato scolastico ginevrino
Marti, S. (2025). Autorität und Autonomie in der Pädagogik. Eine frameanalytische Betrachtung. Verlag Julius Klinkhardt. 339 S.
No full textEtty Hillesum. Ich will die Chronistin dieser Zeit werden. Sämtliche Tagebücher und Briefe. Herausgegeben von Klaas A. D. Smelik. Deutsche Ausgabe herausgegeben von Pierre Bühler. Aus dem Niederländischen von Christina Siever und Simone Schroth. C. H. Beck, 2023
No full textDialogische Philosophie und Philosophie des Dialogs: Ein Rezensionsessay zu Omri Boehms und Meron Mendels Werken
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David Frankfurter. Ich tötete einen Nazi. Erzählt und bearbeitet von Schalom Ben-Chorin, herausgegeben von Sabina Bossert und Janis Lutz. S. Marix Verlag, 2022
No full textMaren R. Niehoff, Hg. The Art of Contextualizing Philo of Alexandria. Texts and Studies in Ancient Judaism 190. Mohr Siebeck, 2024
No full textARTISTES VOYAGEURS TUNISIENS : SÉJOURS À PARIS, ABSTRACTION ET MAGHREB (1945-1970): Apprentissage, reconnaissance et « oubli » (1945–1970)
No full textAt the heart of this article is the oblivion of Maghrebi artists, and Tunisian artists in particular, in art historical narratives produced in the West, despite their active presence in Paris after the Second World War. Under the French protectorate and in the aftermath of independence, travel grants enabled these artists to train in Paris, where they discovered the avant-gardes and abstraction, and contributed to the spread of these movements in the Maghreb. The article focuses on the careers of Edgard Naccache, Mahmoud Selihi and Nejib Belkhodja, who, although recognized by some critics and galleries in Paris, remain largely obscured in Western historical accounts. Their contribution to the Parisian art scene has remained marginal in the major narratives of art history, which have often ignored modern North African art. This study documents this erasure, contributing to the reflection on the reasons for the lack of visibility of modern non-Western artists.La peinture abstraite a eu des adeptes, en Tunisie, depuis les années 1940, quoique de façon timide, ce n’est que durant les années 1950 et 1960, que les artistes abstraits arrivent à s’imposer sur la scène artistique tunisienne. Le système des bourses de voyage, mis en place, depuis l’entre-deux-guerres, a encouragé les jeunes artistes, qu’ils soient autodidactes, ou ressortissants de l’École des Beaux-Arts de Tunis, à poursuivre leur formation artistique, à Paris, à l’École des Beaux-Arts, à l’École des Arts Décoratifs, ou dans les Académies d’art. Ces artistes prennent part aux manifestations parisiennes, fréquentent, entre autres, les cercles des artistes maghrébins et organisent des expositions de groupe, destinées à voyager entre les deux rives de la Méditerranée. Ils participent ainsi, à la diffusion de l’art abstrait au Maghreb
Ascona Charter Response—Towards a Just Academia: Proposing a Personalization Approach
No full textThis contribution proposes a primary focus on academia as a relational economy that subtends academics as individuals, rather than on relationships running between academics and the outside world—such as research participants. In this regard, while we academics hide behind fatalistic determination that underlies the abstract idea of a “neoliberal academia”—as though “neoliberal academia” could ever be a given formula, a given reality—the “neoliberal academia” that also the Ascona Charter refers to is empirically about people’s attitudes, personal decisions and deeds. In order to liberate anthropologists from the discursive abstractivism of transformation, the contribution invites us to acknowledge the relational economy we are all part of and our own deontology of research and teaching as individual-centred and entirely individual-dependent.This contribution proposes a primary focus on academia as a relational economy that subtends academics as individuals, rather than on relationships running between academics and the outside world—such as research participants. In this regard, while we academics hide behind fatalistic determination that underlies the abstract idea of a “neoliberal academia”—as though “neoliberal academia” could ever be a given formula, a given reality—the “neoliberal academia” that also the Ascona Charter refers to is empirically about people’s attitudes, personal decisions and deeds. In order to liberate anthropologists from the discursive abstractivism of transformation, the contribution invites us to acknowledge the relational economy we are all part of and our own deontology of research and teaching as individual-centred and entirely individual-dependent.This contribution proposes a primary focus on academia as a relational economy that subtends academics as individuals, rather than on relationships running between academics and the outside world—such as research participants. In this regard, while we academics hide behind fatalistic determination that underlies the abstract idea of a “neoliberal academia”—as though “neoliberal academia” could ever be a given formula, a given reality—the “neoliberal academia” that also the Ascona Charter refers to is empirically about people’s attitudes, personal decisions and deeds. In order to liberate anthropologists from the discursive abstractivism of transformation, the contribution invites us to acknowledge the relational economy we are all part of and our own deontology of research and teaching as individual-centred and entirely individual-dependent
Foreword
No full textThis foreword discusses the ongoing tradition of self-reflection and critique within anthropology, focusing on its impact on PhD students. It highlights how contemporary debates about representation, cultural performance, and decolonization challenge young scholars’ research projects and professional identities. I note that while self-criticism has been a constant in anthropology since the 1960s, it poses unique challenges for new researchers who strive to meet high ethical standards and innovative research expectations simultaneously.
The foreword emphasizes the precarious position of PhD candidates, who must balance innovation with adherence to established schools of thought. Despite these challenges, I observe that current graduate students actively engage with disciplinary critiques, demonstrating thorough knowledge of original works and creating spaces for cross-disciplinary discussions. The foreword concludes by introducing a special issue featuring PhD candidates’ reflections on representational issues in their research, illustrating the ongoing importance of self-reflection in anthropology.This foreword discusses the ongoing tradition of self-reflection and critique within anthropology, focusing on its impact on PhD students. It highlights how contemporary debates about representation, cultural performance, and decolonization challenge young scholars’ research projects and professional identities. I note that while self-criticism has been a constant in anthropology since the 1960s, it poses unique challenges for new researchers who strive to meet high ethical standards and innovative research expectations simultaneously.
The foreword emphasizes the precarious position of PhD candidates, who must balance innovation with adherence to established schools of thought. Despite these challenges, I observe that current graduate students actively engage with disciplinary critiques, demonstrating thorough knowledge of original works and creating spaces for cross-disciplinary discussions. The foreword concludes by introducing a special issue featuring PhD candidates’ reflections on representational issues in their research, illustrating the ongoing importance of self-reflection in anthropology.This foreword discusses the ongoing tradition of self-reflection and critique within anthropology, focusing on its impact on PhD students. It highlights how contemporary debates about representation, cultural performance, and decolonization challenge young scholars’ research projects and professional identities. I note that while self-criticism has been a constant in anthropology since the 1960s, it poses unique challenges for new researchers who strive to meet high ethical standards and innovative research expectations simultaneously.
The foreword emphasizes the precarious position of PhD candidates, who must balance innovation with adherence to established schools of thought. Despite these challenges, I observe that current graduate students actively engage with disciplinary critiques, demonstrating thorough knowledge of original works and creating spaces for cross-disciplinary discussions. The foreword concludes by introducing a special issue featuring PhD candidates’ reflections on representational issues in their research, illustrating the ongoing importance of self-reflection in anthropology
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