Begegnungen mit Widerstand in Bildungsprozessen: Lernchancen und Sinnfindungen

As introduction, self observation and constructive examples about handling with resistance in teaching, learning and consulting processes are described, like for instance, the communicative evaluation or the collegial supervision. A creative concluding experience report shall incite to self reflection about own resistance.     

Household Composition and Poverty among Female‐Headed Households with Children: Differences by Race and Residence*

Abstract We examine race and residential variation in the prevalence of female‐headed households with children and how household composition is associated with several key economic well‐being outcomes using data from the 2000 5% Public Use Microdata Sample of the U.S. Census. Special attention is paid to cohabiting female‐headed households with children and those that are headed by a single grandmother caring for at least one grandchild, because these are becoming more common living arrangements among female‐headed households with children. We find that in 2000: (1) cohabiting and grandmother female‐headed households with children comprised over one‐fourth of all female‐headed households with children, (2) household poverty is highest for female‐headed households with children that do not have other adult household earners, (3) earned income from other household members lifts many cohabiting and grandparental female‐headed households out of poverty, as does retirement and Social Security income for grandmother headed households, and (4) poverty is highest among racial/ethnic minorities and for female‐headed households with children in nonmetro compared to central cities and suburban areas.     

Von Realisten und Konformisten — Wider die Theorie der Wertsynthese

Klages’ theory of value synthesis claims that those people whom he calls “active realists” represent the evolutionary potential to generate a general process of value change. Realists combine high esteem for the traditional values of diligence and law and order with an equally high esteem for the ‘newer’ values of participation and self-determination. As a result, Klages’ approach contradicts the basic assumption of value theory in general: According to Parsons, Rokeach and Inglehart, the competent, rational and ‘good’ citizen is seen as an individual who is able to assign clear priorities to the diverse and contradictory range of modern values. Individuals who lack this ability are supposed to act erratic, patternless and anomic. Klages, by contrast, understands the value synthesis as an expression of a mature and competent personality. Based on a representative survey conducted in 1992, this article examines attitudes and action pre-dispositions of individuals who perform value synthesis compared to individuals who give clear priorities to certain values over other values. The empirical analyses clearly confirm the assumptions of general value theories: values function as guidelines for action only if they are organised hierarchically. Therefore, a synthesis of contradictory values leads to helplessness, fear of the future and, in particular, conformism.     

再回中国就像回家

<正>我的名字叫斯格里德(Sigrid),中文名字叫全心宜,今年17岁,来自瑞士。我来到中国是因为这个国家看起来如此不同,如此有趣,我想要经历一些与过去不同的事情,所以我来到中国。起初,一切看起来那么困难,我什么都不懂,     

Evaluationsstudien zu interkulturellen (Gruppen-)Trainingsprogrammen

Standard-Trainings for professionals are involved and evaluated in university teaching and learning: all participants reached a high competence-level of intercultural knowledge and behaviour. For the future and to optimize intercultural teaching and learning at the university, blended-learning-models are planned.