1,720,984 research outputs found
What is inclusion?
No full textThe UN Convention on the Rights of Persons with Disabilities has made it imperative to realize the "full and effective participation and inclusion" of people with disabilities in society, thus demanding that the disadvantages institutionalized in the educational system be overcome as well. These, however, do not affect people with disabilities alone, but are also linked with features of social background, in particular. Therefore inclusion can and must not be restricted to a "disability issue". The present contribution reveals the contradictory demands the imperative of inclusion is confronted with in school: in times of increasing social inequalities it is meant to satisfy not only the requirements of equal opportunities, but also of equality in participation and educational justice. In this context, the article differentiates between a "weak" and a "strong" concept of inclusion and argues that the educational system should be put to the test according to the latter
What is inclusion?
No full textThe UN Convention on the Rights of Persons with Disabilities has made it imperative to realize the "full and effective participation and inclusion" of people with disabilities in society, thus demanding that the disadvantages institutionalized in the educational system be overcome as well. These, however, do not affect people with disabilities alone, but are also linked with features of social background, in particular. Therefore inclusion can and must not be restricted to a "disability issue". The present contribution reveals the contradictory demands the imperative of inclusion is confronted with in school: in times of increasing social inequalities it is meant to satisfy not only the requirements of equal opportunities, but also of equality in participation and educational justice. In this context, the article differentiates between a "weak" and a "strong" concept of inclusion and argues that the educational system should be put to the test according to the latter
Ungleichheit der Bildung und Ethnozentrismus
Full text linkDer Aufsatz geht von dem immer wieder bestätigten empirischen Befund aus, daß mit steigendem Bildungsgrad fremdenfeindliche, antisemitische und rechtsextreme Einstellungen zurückgehen. Dieser Zusammenhang ist für die deutsche Bildungs - und Sozialgeschichte nicht selbstverständlich, und er kann auch nicht methodenkritisch wegerklärt werden. Auf der Suche nach innerschulischen Vermittlungsprozessen, die den empirischen Befund plausibel machen können, werden vier Thesen diskutiert: die These der kognitiven Komplexität, der sozialen Kompetenz, des Wertwandels und der Konformität. Sie bilden unterschiedliche Dimensionen schulischen Lernens ab, die alle für die Stärkung oder Schwächung ethnozentrischer Einstellungen von Bedeutung sind. (DIPF/Orig.)The inverse relation between the level of education and ethnocentrism, right-wing authoritarianism or anti-semitism is one of the most robust empirical results to be found in contemporary survey research in Germany. The article refutes the critique that the emperical result is merely an artefact of method. The author enquires by which mechanisms schools might contribute to the observed result. Four possible mechanisms are identified: (1) that different schools differ in the degree of cognitive sophistication, (2) that they convey different levels of social competence to students, (3) that they impart different values, and (4) that they instill different levels of conformity. These mechanisms do not preclude one another, but may all be insolved in reducing or strengthening ethnocentrism. (DIPF/Orig.
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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