Sabine Hornberg

Human rights education as an integral part of general education

This article argues that human rights education should become an integral part of general education. The author discusses efforts to realise this aim within the German general educational system. She pays special attention to three areas. First, at the theoretical level, she examines how human rights education can be conceptualised within the context of general education and against the background of globalisation and multiculturalism. Second, she examines the political and administrative level, including questions of curriculum. Thirdly, she looks at the didactical aspect of human rights education. In conclusion she points out some of the implications for teacher training.

Schule als Ort der Bildung — Schule im internationalen Vergleich: Der Beitrag von internationalen Schulleistungsstudien am Beispiel von PIRLS/IGLU

Bedingungen und Ergebnisse von Schule und Unterricht werden seit einigen Jahrzehnten weltweit im Rahmen von internationalen Schulleistungsstudien regelmasig und systematisch empirisch erfasst, um Grundlagen fur die Diskussion um Quantitat und Qualitat im Bildungswesen zu erhalten. Zu den wohl bekanntesten Studien dieser Art zahlen die „Third International and Science Study“ (TIMSS) und die nur im Grundschulbereich angesiedelte Untersuchung „Progress in International Reading Literacy Study“ (PIRLS). Es sind dies beides Schulleistungsstudien, die von der „International Association for the Evaluation of Educational Achievement“ (IEA), einer internationalen Vereinigung von Wissenschaftlern aus Universitaten, Forschungseinrichtungen und Bildungsadministration, durchgefuhrt werden. Demgegenuber zeichnet fur die im deutschsprachigen Raum wohl bekannteste internationale Schulleistungsuntersuchung „Programme for International Student Assessment“ (PISA) die „Organisation for Economic Co-operation and Development“ (OECD) verantwortlich.

Transnational Educational Spaces

The University of Salamanca, one of the oldest Universities in Europe, truly provides a formidable setting for exchanging inspiring ideas and thoughts on educational matters referring to this conference´s topics and occupying the international community dedicated to education that go beyond the national scope.

Schooling in times of acceleration

Abstract Modern societies are characterised by forms of acceleration, which influence social processes. Sociologist Hartmut Rosa has systematised temporal structures by focusing on three categories of social acceleration: technical acceleration, acceleration of social change, and acceleration of the pace of life. All three processes of acceleration are closely linked to processes of internationalisation and globalisation. Given this background, developments in the context of school education are analysed in this article, paying special attention to the question of which areas of academic learning the categories of social acceleration affect and whether internationalisation and globalisation speed up these processes. The analyses show that effects of globalisation in the fields of management, market, and performance on education are closely linked to social acceleration.

Understanding Students with Immigration Backgrounds: A German Case of Students' Language and Identity in Development.

In this article we propose that teaching/learning is a process that involves world knowledge, identity, and future construction of oneself. The goal of this qualitative research paper is to document the experiences of 2 fourth-grade students with immigration backgrounds in Germany. Using a poststructuralist approach to language and identity, we analyzed students’ views on learning in the regular classroom and in the German as a Second Language classroom. Findings from the study revealed that students had awareness and a high appreciation of their multilingual skills. Students clearly understood the implications of having a first language that was not the dominant societal language. Students’ multilingual skills allowed them to recognize differences in their instruction and the future imagined for them by the teacher when they participated in the general literacy classroom versus the German as a Second Language classroom.

SINTI UND ROMA IN EUROPAS BILDUNGSWESEN - EIN VERDRÄNGTES KAPITEL EUROPÄISCHER SCHULGESCHICHTE

Since their first arrival on the European continent some 600 years ago, Sinti and Roma, the Gypsies, have been marginalized, discriminated against and stigmatized by representatives, governments and members of the European nation states, this process culminating in the Nazi regimes attempted genocide of this ethnic group. Against this background, it does not come as a surprise that also the long neglected relationship between the European national school systems and Sinti and Roma is most precarious, one indicator of this being the high drop out rate of this group. In what follows, main reasons for this development are critically discussed and alternative approaches in Western and Eastern countries are introduced, paying special attention to efforts undertaken by the European Union.