Anerkennung ist nicht Toleranz

Diehm, Isabell

doi:10.30965/9783657768394_005

Cited by 9 publications

(4 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…According to Diehm, respect and recognition cannot be taught explicitly. Those values need to be lived and experienced rather than discussed in order to be passed on (Diehm 2010). For institutions of early childhood education to develop a culture of respect and recognition would include recognising and valuing the different languages that children speak (Edelmann 2018, p. 127).…”

Section: Fostering Language Acquisition and An Adaptation Profile Of mentioning

confidence: 99%

“…Also, the teacher's comments of recognition should remain in the realm of what the child was ready to share and not push the topic any further with closed or directive questions, especially if the child signals that s/he is not ready to be addressed as an expert on this matter (for example his/her first language). This way the teacher has the chance to incidentally recognise and value shared differences, keeping the danger of misjudgement at bay and giving an example for a culture of recognition (Diehm 2010).…”

Section: Implications For Pedagogymentioning

confidence: 99%

See 1 more Smart Citation

Shared Reading for Valuing Diversity and Fostering Language Acquisition

Quiring¹,

Vogt

2020

Migration, Religion and Early Childhood Education

View full text Add to dashboard Cite

It is not unknown that children with a migration background often have fewer chances for a successful school career. Traditionally, a lack of skills in the common language is considered the cause of this inequality. Current discussions however offer multidimensional approaches and emphasise the fact that there are many more factors that account for this development. Nonetheless, good knowledge of the common language does support school success and thus remains an important factor. From an early childhood education perspective, the approach of incorporating language acquisition into it in everyday activities seems to be auspicious. Specific strategies to foster language skill acquisition in children that can be incorporated into everyday activities have been discerned. Among other methods, dialogic book reading is widely accepted as an evidence-based method to support children in enhancing their language skills. As important as the development of a conductive environment for the acquisition of language skills in institutions is the inclusion of the children’s parents into this discussion. One possibility is to encourage parents to invest in the children’s first language.

show abstract

Section: Fostering Language Acquisition and An Adaptation Profile Of mentioning

confidence: 99%

Section: Implications For Pedagogymentioning

confidence: 99%

Shared Reading for Valuing Diversity and Fostering Language Acquisition

Quiring¹,

Vogt

2020

Migration, Religion and Early Childhood Education

View full text Add to dashboard Cite

show abstract

“…There are good reasons for this: many historical and contemporary political examples of problematic and, in many cases, binary-structured (`us´against `them´) essentialist argumentations exist, which are expressive of anti-pluralistic and anti-democratic sentiments and intolerance (e.g., `retrotopian´fantasies of right-wing populists that claim to be able to speak for the `people´and to make Germany, Italy or the USA `pure´and `great again´: Baumann, 2017). Likewise, qualitative social research on the practice of tolerance education indicates that educational demands to tolerate X can have a strong tendency to operate with essentialist constructions (Diehm, 2010). The same holds for empirical research on the depiction of different cultures and groups in school books (Fuchs, Niehaus, & Stoletzki, 2014).…”

Section: Essentialism and The Essence Of Politicsmentioning

confidence: 96%

Education, epistemic virtues, and the power of toleration

Drerup

2019

Critical Review of International Social and Political Philosoph

View full text Add to dashboard Cite

General rightsCopyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights.• Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal Take down policyIf you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim.

show abstract

“…Zweitens: Grenzen sind dem Begriff immanent. Drittens: Sie impliziert hierarchische Vorstellungen, dass"eine Minderheit von der Mehrheit (und nicht umgekehrt) geduldet werde"(Diehm 2010; siehe auch Forst 2013). Meist wird Toleranz auch mit Akzeptanz und Anerkennung assoziiert, d. h. die hier verwendeten Toleranzbegriffe gehen in dem Verständnis der ‚Anerkennung der politischen Gemeinschaft' auf.…”

unclassified

Regionale Differenzen in der gesellschaftlichen Integration

Schmitz-Vardar¹

2020

Handbuch Integration

View full text Add to dashboard Cite

show abstract

Anerkennung ist nicht Toleranz

Cited by 9 publications

References 0 publications

Shared Reading for Valuing Diversity and Fostering Language Acquisition

Shared Reading for Valuing Diversity and Fostering Language Acquisition

Education, epistemic virtues, and the power of toleration

Regionale Differenzen in der gesellschaftlichen Integration

Contact Info

Product

Resources

About