Literaturnachweis - Detailanzeige
| Autor/inn/en | Heyneman, Stephen P.; Todoric-Bebic, Sanja |
|---|---|
| Titel | A renewed sense for the purposes of schooling. The challenges of education and social cohesion in Asia, Africa, Latin America, Europe and Central Asia. |
| Quelle | In: Prospects : quarterly review of comparative education, 30 (2000) 2, S. 145-166 |
| Beigaben | Literaturangaben 80 |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0033-1538 |
| Schlagwörter | Erziehung; Demokratische Bildung; Sozialer Konflikt; Unterricht; Sprache; Demokratie; Staatsbürgerkunde; Internationaler Vergleich; Minderheit; Afrika; Asien; Europa; Gemeinschaft Unabhängiger Staaten; Lateinamerika; Mittelasien |
| Abstract | More than 100 countries have emerged anew in the last half of the 20th century and many of them have guaranteed individual freedoms and liberties, encouraged private enterprise and political and trade relationships with foreign countries. "However, the understanding of these freedoms has not been perfect, nor has their articulation been a guarantee of adherence to them." So, many social tensions have newly emerged or flared up again. "The question is whether educational mechanisms can lower social tensions and help achieve social cohesion.... This paper will summarize the experience in meeting the challenges of social cohesion and hence economic development" by drawing on experiences in Africa, Asia, Latin America, Europe and Central Asia. For each of these regions the article describes the tensions, social cohesion problems and the educational approaches to overcome them. Problems are e. g.: building a unique culture and national unity within the diversity of ethnic and minority groups, tensions between social strata and regions, overcoming inherited problems of the centralized state/party in Eastern Europe and building democracy. Educational approaches concern e. g. the language(s) of instruction, ciciv education, universal primary education or new curricula. (DIPF/Bi.). |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2002_(CD) |
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