Values and Democracy in Imperial Germany

The relationship between societal values and political, particularly democratic development has been of interest to many students of politics. This paper reports data on the values of German society before WW I. An instrument to measure value orientations on the basis of Action Theory is described and its underlying assumptions as well as those pertaining to the use of fiction as a source on values in historical periods are discussed. Findings are reported concerning Prussians and Southerners, two major groups in German society. The data show that Germany was characterized by high value heterogeneity of its population, a factor which contributed to the lack of national democratic development before WW I.     

Implementing Multiculturalism within the Context of Australian society: South Australia's school for the German language

The School for the German Language (SGL) was established in 1959 in South Australia. It is in session on Saturday mornings. Enrolment figures increased from 10 in 1959 to 325 in 1975, but since then they have declined to 173 in 1999. The ethnic composition of the students at the school has shifted from first or second-generation Germans to ‘multicultural’ students-parents from different ethnic backgrounds send their children to the school. Although enrolment figures at SGL are decreasing, it is anticipated that not only students of different ethnic backgrounds, but also Lo Bianco's recommendation to use ethnic schools as complementary providers in language teaching within the South Australian education system, will rescue it in the long run. Academically, the SGL has a very good reputation: compared with overall South Australian figures, the proportion of students studying German year 12 and matriculating through the school is high. Lo Bianco's recommendation, as well as highly qualified teaching and very dedicated administrative staff at the school, should provide for a positive future.     

Differences in health determinants between international and domestic students at a German university

The authors used a standardized questionnaire to survey 201 international and 193 German students at the University of Bielefeld, Germany, to determine differences in health practices between the 2 groups and to identify targets for health-promoting interventions. Multivariate logistic regression models revealed that long-term female international students (those whose duration of residency in Germany was more than 2 years) had lower levels of physical activity and alcohol consumption than their German counterparts and higher rates of smoking independently associated with international citizenship. Short-term international female students were less likely than German students to receive social support. Among men, long-term international student status was associated with daily smoking and inconsistent seat belt use, whereas short-term student status was associated with a lower rate of seat belt use, a higher level of perceived stress, and a healthier diet, compared with domestic students. Findings from the study could give rise to health-promotion activities for international students at German universities; additional studies at other European universities are necessary before making further recommendations.     

“It Did Not Affect Me”: The (IR)Relevance of the German Reunification in Autobiographical Narratives of East Germans

How do individuals make sense of events that are associated with major social‐systemic changes? The paper explores the relationship between “German reunification” and processes of meaning making and identity formation by former citizens of the German Democratic Republic. Analyzing twenty‐six in‐depth, life‐history interviews of East Germans born in two different generational cohorts, I examine the various narrative strategies employed that allow these East Germans to embed the experience of the German reunification through means of narrative emplotment. Diverting from a notion that it is historical events that shape our autobiographical memories, I argue that historical events are selected from a historical tool kit which provides individuals with narrative resources from which narrative identity can be formulated. A video abstract is available at https://youtu.be/d69JXE0Ryqw .     

Service user involvement in social work education: experiences from Germany and implications for a European perspective

ABSTRACT

Service user involvement (SUI) in social work education has gained widespread attention in Europe and other continents. Nevertheless, experiences on including service users in social work education have not been reported from Germany or other German-speaking countries to date. This paper reports preliminary experiences with implementing SUI in a bachelor’s programme of social work in a German University of Applied Sciences. The main goals of the current paper are (1) to provide a background for implementing service user approaches in Germany by introducing the structure of social work education in Germany; (2) to report experiences from a weekend seminar where service users worked together with students of social work in the framework of a curriculum of a German University of Applied Sciences and (3) to formulate some implications of these experiences for SUI across Europe. The main results were that introducing service user involvement into a German curriculum of social work is possible but needs careful reflection and planning. Experiences gathered in the weekend seminar with service users were encouraging for service users, students and teachers. We conclude that systematically implementing SUI into German curricula of social work is important.     

Explaining Native‐Migrant Differences in Parental Knowledge about the German Educational System

To make sound educational decisions, students and their parents have to be informed about the way the educational system works. Such knowledge, however, tends to vary across social groups. This study investigates the differences in education‐related knowledge between native and migrant mothers in the German context. Empirical analyses based on a sample of native German mothers and mothers from Turkey or the former Soviet Union (N = 2076) indicate that migrant mothers know less about the German educational system than their native counterparts. An investigation of the potential sources of these knowledge gaps shows that migrants’ weaker socio‐economic status explains a substantial part of their lower level of knowledge, particularly among families of Turkish origin. Furthermore, migrants’ less profitable social network composition and lower levels of German language skills contribute to their information deficits. Based on these empirical results, the study considers opportunities for improving the knowledge base of migrant parents.     

The true citizens of the city of God: the cult of saints, the Catholic social order, and the urban Reformation in Germany

Historical scholarship suggests that a robust cult of the saints may have helped some European regions to resist inroads by Protestantism. Based on a neo-Durkheimian theory of rituals and social order, I propose that locally based cults of the saints that included public veneration lowered the odds that Protestantism would displace Catholicism in sixteenth-century German cities. To evaluate this proposition, I first turn to historical and theoretical reflection on the role of the cult of the saints in late medieval history. I then test the hypothesis with a data set of sixteenth-century German cities. Statistical analysis provides additional support for the ritual and social order thesis because even when several important variables identified by materialist accounts of the Reformation in the social scientific literature the presence of shrines as an indicator for the cult of the saints remains large and significant. Although large-scale social change is usually assumed to have politico-economic sources, this analysis suggests that cultural factors may be of equal or greater importance.     

More than just the Adoption of Western Capitalism? Time Use Changes in East Germany Following Reunification

Using data from the German Socio-Economic Panel, this paper examines changes in East German time use following the German Reunification of 1990, which led to large and unexpected economic and institutional changes, including the switch from a socialist to a capitalist system. By estimating Differences-in-Differences models, the study finds that East Germans reduced the time they spend on market work (96 min per weekday) and nonmarket work (51 min), while increasing the time allocated toward leisure and job search activities. The observed declines in market work time were largest for low-educated East Germans, those who were in the lowest income group, as well as for individuals between the ages 46 and 64. When comparing trends in time use for East and West Germany between 1990 and 2000, I provide evidence for a convergence in East German time use to its West German counterpart following the adoption of Western Capitalism and several other institutional and economic changes in East Germany. One possible explanation for this might be the adoption of West German time preferences following the reunion of the two regions.     

Selection and influence processes in academic achievement—More pronounced for girls?

Friends tend to be similar in their academic achievement. In this study, we investigate whether this similarity results from students selecting friends with similar achievement or from friends influencing students’ achievement. In particular, we argue that selection and influence effects should be stronger among girls than among boys. Using friendship network data on 1273 German secondary school students and stochastic actor-oriented models for the co-evolution of networks and behavior, we find selection effects only among girls, which is in line with our theoretical arguments. By contrast, influence effects contribute to achievement similarity among both boys and girls.     

Migrant children in the German kindergarten: data,problems, and pedagogical models

The integration of migrant children into German society is a controversial pedagogical task for educational institutions. An important part of this task is assigned to the kindergarten, since the early learning of social values and norms increases the chance of integration. The increasing number of migrant children in kindergartens has confronted teachers with new problems and changed tasks. In the 1980s, almost all kindergartens have migrant children enrolled in them; in some urban areas, there are kindergartens with 50% or more migrant children students. Some migrant children confront the use, or the continous use, of the German language for the 1st time in kindergarten. A secondary danger is abandoning a child with incomplete knowledge and inadequate German. These children will encounter new language problems in school. Although very little information is available on migrant parents' opinions of kindergartens, the limited data available indicate that parents generally respond favorably, although they fear alienation from their children. The migrant parents expect the kindergartens to teach their children German. The German kindergarten will not and cannot prepare children for life in their home country, even if it is kindly disposed towards a multitude of cultures. The kindergarten is only able to prepare children for life in Germany. Migrant children have special problems with bilingualism and cultural distance. Migrant children do not "cause" problems. Rather they offer an occasion to reflect on the work of the kindergarten and to include new and different experiences.     

Infrastructures of Sociality: How Disadvantaged Students Navigate Inequity at the University1

Through an ethnography of college life in India, I examine the role of social ties in navigating the inequities of university life. I analyze the socialities of sharing knowledge and resources among disadvantaged students, which I call “infrastructures of sociality.” “Infrastructure” designates here two things: first, the role of the university's infrastructure—its physical spaces and organizational routines—in enabling social ties; and second, the fact that these social ties literally function as infrastructure, in that they make university life possible for disadvantaged students, especially in the context of institutional neglect. I therefore advance Bourdieusian scholarship that views social ties among disadvantaged students as merely lacking in social capital, arguing instead that these ties constitute a form of non-dominant social capital that is analytically distinct and powerful in its own right. Yet, I suggest that these social ties are a double-edged sword: while the intensive mutual aid of disadvantaged students makes university participation possible, it nonetheless rests on exclusion from more privileged social groups. Thus, despite mitigating exclusion from the university, infrastructures of sociality also inadvertently participate in the reproduction of inequality, by reinforcing exclusion from the elite cultural and social resources circulating among privileged students.     

Wo lernen Kinder mit sonderpädagogischem Förderbedarf besser? Ein Vergleich schulischer Kompetenzen zwischen Regel- und Förderschulen in der Primarstufe

Promoted by the UN Convention on the Rights of Persons with Disabilities, there is a trend towards the inclusive education of students with special educational needs (SEN) in regular classrooms. The present study addresses the question if achievement differences emerge between SEN students who attend a regular primary school and those who attend a school for special education. Based on data from the IQB-Ländervergleich Primarstufe 2011, a national assessment in German primary schools, the achievement of SEN students in regular schools (n?=?658) was compared to the achievement of students in special schools (n?=?413). Propensity score matching was applied to control for differences in achievement related characteristics between the two groups. After matching, SEN students in inclusive educational settings showed significantly higher test scores in German reading and listening comprehension as well as in mathematics than comparable SEN students in special schools. The effects were more pronounced for students with a special need of learning support than for students with speech and language-related special education support. Possible explanations for the higher achievement of SEN students in regular schools and for differential effects with regard to type of SEN are discussed.     

Mathematische Voraussetzungen sozialwissenschaftlicher und psychologischer Studiengänge

In a survey of professors and lectureres at German and Swiss universities we asked for mathematical skills that are prerequisites for successful studies in the social sciences and in psychology. Basic contents of lower secondary education (Sekundarstufe I) were reported as most important. Nevertheless in a hypothetical preparatory mathematics class respondents would like an equal amount of stochastics to be included. Respondents differ especially with repect to their perceived importance of stochastics knowledge prior to immatriculation. While some respondents underline its outstanding importance others consider it completely unnecessary to have stochastic knowledge in advance. There is consent about the level of importance of all other disciplines, calculus and linear algebra being of medium importance, geometry and game theory being less important. Psychologists differ from social scientists in putting even less emphasis on calculus. Aside from differences with respect to stochastics the study indicates the existence of standard requirements shared by all professors and lectureres irrespective of their discipline. This finding facilitates construction of preparatory courses for students across subjects.     

Symbols of Organization: Informal Ways of Negotiating the Global and the Local in MNCs

Abstract In this article I build on the growing number of anthropological studies of businesses and explore the role that symbols play in the development of globalizing business networks. Transnational business people employ symbols not only to define boundaries between groups and develop collective solidarity but also to construct continuously changing networks between different social spaces and even, in the final analysis, between the concepts of global and local. The case study presented here focuses on the use of the symbols defining ‘German business style’ by the employees of a branch of a German bank in London as they interact with colleagues in the office, staff at their Frankfurt head office, and their clients and competitors. I conclude that, first, the use of symbols in social interaction is key to the negotiation of global and local spaces, and second, that, as the concepts of ‘global’ and ‘local’ spaces are themselves symbolic constructs, the drawing of distinctions between the two may be misleading.     

Learning about ourselves through considering others: an examination of German students' cross-national learning

The paper examines the research and findings in relation to cross-national learning, which provide the background to an evaluation of a collaborative module run by German and English academics. A discussion of language and the need to engage the German audience in their own language is outlined, highlighting some of the difficulties inherent in translation and ensuring concepts are accurately conveyed, before examining the earlier literature in relation to cross-national learning. Drawing from this we outline how the module was developed and designed, with the core material being case studies which were used as vehicles to explore differences and similarities in social work systems—not merely in terms of practice, but also in relation to legislation and organisation. Of particular interest were reflections and comments from German social work students about the potential benefits of cross-national learning for their own practice in Germany. We conclude that the use of case studies enables greater student engagement and that the findings of earlier studies in relation to their use is confirmed, along with clear evidence that such approaches enable deeper reflections about students' own social work practice and systems.     

The Rise of Associational Activity: Early Twentieth Century German Sailors' Homes and Schools in Antwerp and Rotterdam

This case study focuses on the functioning of German immigrant organisations in Antwerp and Rotterdam in the early twentieth century. It is often assumed that patriotism is central to a good understanding of German associational life abroad. Based on case studies of the sailors' homes and German schools in Antwerp and Rotterdam, I argue that a focus on opportunity structures may provide a better understanding of associational life than an emphasis on its supposed patriotic character. The strongly differing opportunity structures, then, can be explained by both looking at the type of organisation and the political environment in the country of settlement.     

The Joy of Teaching Current Events

Set during the immediate years after the creation of the Berlin Wall, this case study focuses on the East German Ministry for State Security (MfS) and its secret police force known as the Stasi. Students, acting as West German spies working in East Berlin, recover secret documents used by the East German government in its efforts to maintain power, control, and stability over both its citizens and Western Europe. This activity uses higher-level Bloom's taxonomy as students evaluate, compare, and contrast documents for importance and relevance. Each document represents measures commonly used by Eastern Bloc nations throughout the Cold War, providing students with creative insight on how domestic and foreign espionage played a vital role in the struggle between Soviet communism and American democracy. This lesson is an example of how to use the case study approach.     

Coping with Vulnerabilities in Old Age and Retirement: Cross-border Mobility,Family Relations and Social Networks of German Retirees in Alanya

ABSTRACT

Reduced income upon retirement is a vulnerability threat, which increases dependency on public provisions, familial, and/or social (community) support. Many German retirees, in addition to lifestyle motivations, move to low-cost destinations in order to maintain an autonomous and independent life while minimizing the risks of financial worsening. In this article, I discuss the vulnerability patterns of German retirees in the Mediterranean coastal town of Alanya, Turkey, and the role of social networks, with a particular focus on intergenerational family relations. I argue that, despite increased life satisfaction, relocation to a new destination abroad results in new emerging threats. German retirees in Alanya experience difficulties in terms of a lack of intergenerational family support and the double jeopardy of being framed by the legal regulations of two nation states. Based on the findings of the empirical research conducted in Alanya in 2017, I will demonstrate new threats emerged after relocation and how retirees respond to those with new coping strategies.     

Business Collaboration within the Nazi War Machine: Corporations and the State in the Austrian Semiperiphery

The military strength of German National Socialism was based on the collaboration of large corporations with the Nazi state. Business provided capital, loans, taxes, managerial expertise and production for war industries. I elaborate four ideal‐typical modes of business collaboration. Each mode is illustrated by a case study of a German corporation that acquires an Austrian firm: Krupp (traditional mode); the Reichswerke state conglomerate (coercive); Deutsche Bank (managerial nationalist); and IG Farben (competitive investment mode). The first and the last modes occurred when the state was highly dependent on large businesses for the economic requisites of war. The acquired firms in the Austrian semiperiphery contributed to Nazi war mobilization, as they exploited labor and resources from the peripheral regions of southeastern Europe. Patterns of the state's resource dependency on business led to bargaining interactions between state and business, over time shaping the mix between state and private ownership of war industry.     

Die Frage der institutionellen Kontinuitäten im deutschen Unternehmenskontroll-System

Martin Höpner and Gregory Jackson’s argument, put forward in their critique, that my way of interpreting the case of Mannesmann derives from unrealistic and extreme hypotheses, receives no support. Furthermore they do not succeed in providing convincing empirical evidence for their proposition that so far unchanged institutions of the German corporate governance system are increasingly coupled with new rules and procedures thereby altering their function fundamentally. Finally, I argue in favor of analyzing more thoroughly the two currently existing segments of German corporations that are subject to different control regimes.