標(biāo)題: Titlebook: Civic Learning, Democratic Citizenship and the Public Sphere; Gert Biesta,Maria De Bie,Danny Wildemeersch Book 2014 Springer Science+Busin [打印本頁(yè)] 作者: 適婚女孩 時(shí)間: 2025-3-21 16:23
書(shū)目名稱Civic Learning, Democratic Citizenship and the Public Sphere影響因子(影響力)
書(shū)目名稱Civic Learning, Democratic Citizenship and the Public Sphere影響因子(影響力)學(xué)科排名
書(shū)目名稱Civic Learning, Democratic Citizenship and the Public Sphere網(wǎng)絡(luò)公開(kāi)度
書(shū)目名稱Civic Learning, Democratic Citizenship and the Public Sphere網(wǎng)絡(luò)公開(kāi)度學(xué)科排名
書(shū)目名稱Civic Learning, Democratic Citizenship and the Public Sphere被引頻次
書(shū)目名稱Civic Learning, Democratic Citizenship and the Public Sphere被引頻次學(xué)科排名
書(shū)目名稱Civic Learning, Democratic Citizenship and the Public Sphere年度引用
書(shū)目名稱Civic Learning, Democratic Citizenship and the Public Sphere年度引用學(xué)科排名
書(shū)目名稱Civic Learning, Democratic Citizenship and the Public Sphere讀者反饋
書(shū)目名稱Civic Learning, Democratic Citizenship and the Public Sphere讀者反饋學(xué)科排名
作者: Alienated 時(shí)間: 2025-3-21 23:35 作者: FOLD 時(shí)間: 2025-3-22 02:54
https://doi.org/10.1007/978-3-662-09749-6the public sphere. I ask whether we should understand citizenship as a social or a political identity and show the risks of reducing questions about democratic citizenship to issues of social cohesion and integration. I ask whether we should understand democracy as ‘a(chǎn)rche’ (i.e. a definable order) o作者: 領(lǐng)袖氣質(zhì) 時(shí)間: 2025-3-22 05:06 作者: 不能仁慈 時(shí)間: 2025-3-22 09:18
Jahrbuch für Europa- und Nordamerika-Studienion with individual freedom and entrepreneurial spirit. It has long been recognised that the act of ‘helping’ needs to be associated with a ‘learner-oriented’ pedagogical agenda in order to avoid the creation of dependence and passivity. The extent to which the aims of this concept of intervention a作者: BORE 時(shí)間: 2025-3-22 13:31
https://doi.org/10.1007/978-3-322-95087-1tizenship. C. refers to the citizen as subject with civil, political and social rights. . reduces citizenship to civic virtue, defined as the engagement to participate actively in the further development of a model of democracy. Social work has a fundamentally different position in both conceptions 作者: BORE 時(shí)間: 2025-3-22 19:39
Claudia G?tze,Yvonne Jaeckel,Gert Pickelsori and Freire, pointed to the close relationship between the social and political catastrophes of their time and the way children were raised. Such analyses formed the basis for their ambition to change the world through educational reform. For many reasons it is not very popular anymore nowadays 作者: Eclampsia 時(shí)間: 2025-3-22 23:45
Claudia G?tze,Yvonne Jaeckel,Gert Pickelarning is always ‘in place and time’. Place matters, not only as a spatial background or set of conditions that can facilitate or hinder the learning process, but as a pedagogical process in itself. So in order to facilitate processes of civic learning, which are – as Biesta mentions – always out of作者: 補(bǔ)助 時(shí)間: 2025-3-23 02:51 作者: 延期 時(shí)間: 2025-3-23 08:10
Claudia G?tze,Yvonne Jaeckel,Gert Pickelences with action research. Action research can contribute to learning democracy when it evolves as a democratic practice. The core of this practice is the collaboration with those involved. This collaboration is inspired by a practical question that emerges from practices, that is analysed against 作者: Expertise 時(shí)間: 2025-3-23 10:55 作者: harpsichord 時(shí)間: 2025-3-23 16:15 作者: Delectable 時(shí)間: 2025-3-23 19:15
https://doi.org/10.1007/978-3-658-43019-1ds, as well as on the crucial role of professional qualifications. However, this consensus also leaves many crucial educational issues undiscussed and may therefore mask areas of profound dissensus. We argue how the apparent consensus instrumentalises children, parents and professionals. We also arg作者: Mumble 時(shí)間: 2025-3-23 23:54
https://doi.org/10.1007/978-3-658-43019-1owards clients. This state of affairs lends itself to a postmodernist analysis of the fragmentation of professional care, along with an understanding of professionalism as expertness in risk control. Nevertheless, the assumption that children at risk grow into children and adults as a risk is not ne作者: 釘牢 時(shí)間: 2025-3-24 02:23
https://doi.org/10.1007/978-3-658-43019-1nt case for discussing notions of citizenship in antipoverty strategies. These antipoverty policies and practices are embedded in a participatory logic, as social policy practitioners have shown an interest in putting people with experience of poverty into participatory positions in order to impleme作者: 埋伏 時(shí)間: 2025-3-24 07:01
,Rechtsstellung der religi?sen Gruppen,tainable development, to promote corresponding behavioural changes and to qualify people for the role of active participants that contribute to the democratic realisation of sustainable development. This reflects what Biesta calls a ‘socialisation conception of civic learning’, assuming an instrumen作者: 故意 時(shí)間: 2025-3-24 14:18 作者: 賭博 時(shí)間: 2025-3-24 17:04 作者: echnic 時(shí)間: 2025-3-24 20:57
Theorising Underlying Notions of Citizenship in the Dynamics of Learning in Public Policy Unitsnt antipoverty strategies. Based on an analysis of the enacted practices of participation which are evolving in public policy units, and the emerging dynamics of learning, underlying notions of citizenship in these social practices are considered, and potential risks and challenges are discussed.作者: Affluence 時(shí)間: 2025-3-25 01:34
society. Through a combination of theoretical development, methodological reflection and empirical case study, the chapters in the book provide new insights in the complexities of learning in the context of the ongoing struggle for democracy..978-94-017-7983-8978-94-007-7259-5作者: 無(wú)所不知 時(shí)間: 2025-3-25 05:00 作者: Absenteeism 時(shí)間: 2025-3-25 10:08 作者: Exposure 時(shí)間: 2025-3-25 14:56
Book 2014logy and research. The main message of the book is that civic learning necessarily has a public character, as it is learning that emerges from engagement in democratic processes and practices that occur both at the centre and the margins of society. Through a combination of theoretical development, 作者: 煉油廠 時(shí)間: 2025-3-25 19:29
iment.Uses a consistent framework to make theoretical, metho.This books explores the relationships between learning, democratic citizenship and the public sphere from thee interconnected angles: theory, methodology and research. The main message of the book is that civic learning necessarily has a p作者: MOAT 時(shí)間: 2025-3-25 22:17
Jahrbuch für Europa- und Nordamerika-Studieng was influenced by a communitarian perspective on community building. With the help of authors such as Mouffe and Latour, we have replied to this criticism. In doing so, we have connected to Biesta’s exploration of democracy and citizenship in the first chapter of this book.作者: 軍火 時(shí)間: 2025-3-26 03:55 作者: strain 時(shí)間: 2025-3-26 05:51
Religion und Sozialstaat im überblickonly education but also democratic action is only possible in the gaps of the institution. This chapter will draw on some empirical work from a research project entitled ‘Learning Democracy’ and the work of Jacques Rancière. Specifically this chapter centres on the question of bullying as a problem for education and democratic action.作者: Absenteeism 時(shí)間: 2025-3-26 11:17 作者: 口味 時(shí)間: 2025-3-26 13:49 作者: GUMP 時(shí)間: 2025-3-26 19:07 作者: 魅力 時(shí)間: 2025-3-26 22:57 作者: Neonatal 時(shí)間: 2025-3-27 02:42 作者: grandiose 時(shí)間: 2025-3-27 08:48 作者: 褪色 時(shí)間: 2025-3-27 12:41 作者: Madrigal 時(shí)間: 2025-3-27 17:00 作者: 過(guò)份 時(shí)間: 2025-3-27 20:56 作者: 退出可食用 時(shí)間: 2025-3-27 23:52
Social Services and Their Educational Mandate in the Modern Nation Stateion with individual freedom and entrepreneurial spirit. It has long been recognised that the act of ‘helping’ needs to be associated with a ‘learner-oriented’ pedagogical agenda in order to avoid the creation of dependence and passivity. The extent to which the aims of this concept of intervention a作者: 蓋他為秘密 時(shí)間: 2025-3-28 02:25 作者: 粗語(yǔ) 時(shí)間: 2025-3-28 07:19 作者: IRATE 時(shí)間: 2025-3-28 11:26 作者: 大量 時(shí)間: 2025-3-28 16:23
Research as Response: Methodological Reflectionspoverty. Important questions in this regard are as follows: what are appropriate and respectful designs, methodologies and methods for such research organised with practitioners and with people in poverty, considering both the usefulness and the democratic value of the research? This raises wider qu作者: 鉆孔 時(shí)間: 2025-3-28 19:52
Action Research and Democracyences with action research. Action research can contribute to learning democracy when it evolves as a democratic practice. The core of this practice is the collaboration with those involved. This collaboration is inspired by a practical question that emerges from practices, that is analysed against 作者: Facilities 時(shí)間: 2025-3-29 01:27 作者: 遷移 時(shí)間: 2025-3-29 05:50 作者: lesion 時(shí)間: 2025-3-29 07:23 作者: 跟隨 時(shí)間: 2025-3-29 14:27 作者: 輕快帶來(lái)危險(xiǎn) 時(shí)間: 2025-3-29 16:05 作者: nepotism 時(shí)間: 2025-3-29 20:56
Education and Sustainability Issues: An Analysis of Publics-in-the-Makingtainable development, to promote corresponding behavioural changes and to qualify people for the role of active participants that contribute to the democratic realisation of sustainable development. This reflects what Biesta calls a ‘socialisation conception of civic learning’, assuming an instrumen作者: 尊敬 時(shí)間: 2025-3-30 01:40
Learning in Public Places: Civic Learning for the Twenty-First Century,jectification, and argue for the importance of learning that is intimately connected to involvement in the experiment of democracy. I highlight the experimental nature of democracy by emphasising the difference between choice and transformation. Here I suggest that democracy should not be understood作者: Anticoagulant 時(shí)間: 2025-3-30 07:18 作者: 翻動(dòng) 時(shí)間: 2025-3-30 11:55
Learning Democracy in Social Workal and social conception of citizenship, the educational dimension of social work becomes clear, and it is through this dimension that social work can become a democratic practice. The educational dimension in social work is crucial to conceptualise democracy as an open and ongoing process and not a作者: Commonwealth 時(shí)間: 2025-3-30 15:31
Subjectificating Socialisation for the Common Good: The Case for a Democratic Offensive in Upbringin but in which they should allow others the same right. And adults should teach youngsters to resist the tempting difference between ‘us’ and ‘them’, that on the one hand gives people a feeling of security and connectedness but on the other hand increases the risk of societal processes that can lead 作者: 殘忍 時(shí)間: 2025-3-30 17:23 作者: 荒唐 時(shí)間: 2025-3-31 00:26
Action Research and Democracy realities and situations, therefore, requires that a variety of possible interpretations of the situations at stake are challenged. Supporting this communicative space, as well as the researcher’s engagement to conduct the study, assumes a performative attitude so that the objective reality is also作者: 討好女人 時(shí)間: 2025-3-31 03:13
Disturbing Pedagogies in Special Youth Caredge that child-rearing and any pedagogical relation need unconditional engagements and that pedagogy and care are shaped by interdependency within pedagogical as well as care relations. This acknowledgement opens the possibility of changing the anticipations that are built in the settings and upon w作者: 胖人手藝好 時(shí)間: 2025-3-31 07:07 作者: invert 時(shí)間: 2025-3-31 12:15
