Europe in the Classroom

Szakács, Simona

doi:10.1007/978-3-319-60258-5

Cited by 13 publications

(3 citation statements)

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“…But if transnational movements, multilingualism and trans-migrant experiences can be conceived of as advantageous beyond social class divides as implied by some studies (de Mejía, 2002;Küppers, Pusch, & Uyan-Semerci, 2016) and if transnationalizing ethoses (such as association with 'Europe' or 'the globe') are increasingly promoted in both socioeconomically privileged and underprivileged schooling contexts (see Szakács, 2018), it appears timely to ask how young people across various socioeconomic strata are formally exposed to, and engage with, educational ideals, values and norms that may or may not be transnationally circulating, legitimated, or framed. Solidarity is one such value that has both a cohesive and a polarizing potential across and within borders.…”

Section: Threefold Empirical Field: Solidarity Mobilities and Education In Transnational Contextsmentioning

confidence: 99%

Critical Reflexivity: Theoretical Considerations on Subjection and Postcoloniality for Teacher Education

Ivanova-Chessex

Steinbach

Wolter

2021

Regimes of Belonging – Schools – Migrations

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This introductory chapter presents general lines of thought that guided the compilation of the contributions of this volume. The idea of 'challenge' from the title of this chapter sets the tone, as this introduction will outline the challenges that both global and local contradictory conditions represent for schools and the education of teachers, which are closely linked fields. Perspectives focus on the world growing closer together in viral, climatic, political, economic and cultural processes of globalisation, and their significance and impact on the national constitution of schools as a central institution of formal education which exists almost everywhere in the world. The chapter then discusses pedagogical concepts that claim to adequately take into account transnational and migratory processes of change. Finally, it concludes with some suggestions for a further discussion of schools and teacher education in transnational relations of contemporary migration societies.

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Section: Threefold Empirical Field: Solidarity Mobilities and Education In Transnational Contextsmentioning

confidence: 99%

Critical Reflexivity: Theoretical Considerations on Subjection and Postcoloniality for Teacher Education

Ivanova-Chessex

Steinbach

Wolter

2021

Regimes of Belonging – Schools – Migrations

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“…42 Sõt ezen felül olyan sajátos társadalmi helyzetben levõ személy frontnaplójáról is tudunk, amelyet egy cigányprímás, a soproni Munczy Béla (1896?-1938) írt. 43 Túl azon, amire Romsics Gergely mutatott rá, miszerint "írásaikat többször érezzük naturalistábbnak és kevésbé következetesnek, mint a tisztek vagy tábornokok feljegyzéseit, ugyanakkor számos esetben érdekesebbek, szórakoztatóbban", 44 roppant örvendetes, hogy ezáltal a megközelítés polifón voltával is mindinkább számolhatunk.…”

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Mit adtak nekünk a magániratok?

Katona¹

2017

Belvedere Meridionale

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From 2014 we commemorate the 100th anniversary of WWI all over the world. It's understandable that the topic is highlighted by special surveys. An important part of it is the search for private papers. In modern history writing the sources mirroring individual views, the documents that do not form politics but give back experiences of people living ordinary life come to the front. Such are the wartime diaries and memoirs from the time of WWI, fortunately remaining in substantial numbers. These provide special searching possibilities for researchers. Several cultural, mentality, civilization and strategical historical data can be revealed with the help of them, as they are excellent sources regarding relations between nations living side by side or waging war against each other. The most important thing is that through them we can know individual stories, processions of intense experiences, thoughts of ordinary people. So such levels of historical past that cannot be revealed by studying great politics, only by smaller surveys. With the help of it we can compare official wartime propaganda to a soldier's experience on the front line. What did it mean in reality for him that the official papers coded as heroic war for God, home, nation, king etc.? I propose to prove the special historical value of such sources with the help of several wartime diaries and memoirs.

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“…Actualmente sabemos que P-gp es uno de los 48 ATP-Binding Cassette transponters (ABC transporters). 374 Los ABC transporters facilitan el transporte de varios substratos a través de membranas intra y extracelulares. Todos los ABC transporters son capaces de transportar fármacos citotóxicos de la misma manera que la P-gp.…”

Section: Alteraciones En El Transporte Transmembranaunclassified

Nuevas estrategias terapéuticas en leucemias agudas mieloblásticas: evaluación preclínica de la eficacia y el mecanismo de ación

Colado¹

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Europe in the Classroom

Cited by 13 publications

References 0 publications

Critical Reflexivity: Theoretical Considerations on Subjection and Postcoloniality for Teacher Education

Critical Reflexivity: Theoretical Considerations on Subjection and Postcoloniality for Teacher Education

Mit adtak nekünk a magániratok?

Nuevas estrategias terapéuticas en leucemias agudas mieloblásticas: evaluación preclínica de la eficacia y el mecanismo de ación

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