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Autor/inSerban, Madlen
TitelEducation and social cohesion in the transition democracies of central and eastern Europe.
QuelleAus: Education and social cohesion. Education Committee Forum 23 March 2000, Strasbourg, France. Strasbourg: Council of Europe (2000) S. 43-62Verfügbarkeit 
ReiheEducation
BeigabenLiteraturangaben
Spracheenglisch
Dokumenttypgedruckt; Sammelwerksbeitrag
ISBN92-871-4443-5
SchlagwörterSoziale Interaktion; Demokratisierung; Transformation; Europa; Mitteleuropa; Osteuropa
AbstractThe concept of central and eastern Europe has various meanings, and sometimes, due to its geographical position, is percieved as a European periphery. Traditional divisions within Europe are being dissolved and well-established conceptual boundaries have been crossed, new categories and new images have been create. The concept of central and eastern Europe is a result of several different criteria being used to separate this particular area of Europe from the rest of the continent. German Mitteleuropa, Habsburgian central Europe and the post -1989 central Europe (as opposed to eastern Europe) are just some examles of the kind of thinking that has aimed to construct a cultural, political, social and historical region divided by very significant boundaries from its neighbours to the east and to the west. Currently the region of central and eastern Europe is again changing its social and cultural identity, gravitating towards "the west" but also negotiating various aspects of its separate position in Europe. Recent changes in the socio-political and economic landscape in eastern and western Europe suggest that categories that have so far been taken for granted in the definition of Europe need to be reconsidered. The anthropology of Europe has for a lond time dwelled upon dichotomies such as "east" and "west", "north" and "south", "Europe" and the "Mediterranean". ... Social cohesion and new ways of thinking about north-south or east-west relations represent possible solutions to global inequalities. The globalisation of social problems and the relative interpenetration of the north and south, or of the west and east, indeed allow one to think globally more than before. (DIPF/Orig.).
Erfasst vonDIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update2006/2
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