Fr He Bildung In Deutschland

The history of American universities is punctuated by shifts in the terms on which the mission of higher education is defined and debated. A dramatic moment with lasting effects came with the introduction of German-speaking exile intellectuals in the Hitler era. In Germany, the academic culture of the early twentieth century was torn by the struggle between Wissenschaft and Bildung, two symbolic German terms, whose lack of precise English equivalents is a sign of the different configuration in America. The studies in this book examine the achievements of numerous influential émigré intellectuals against the background of their mediation between the two cultural traditions in science and liberal studies. In showing the richness of reciprocal influences, the book challenges claims about the disruptive influence of exile culture on the American mind.

A significant amount of German and French career agents are involved with international careers. Applying Bourdieu’s Theory of Practice, Matthias Walther compares the repatriation of German and French career agents into the external labor markets of their parent country career fields. A qualitative content analysis of 40 semi-structured interviews shows that the German and French career agents’ career capital and habitus develops during expatriation, which has an important impact on the re-integration into the parent country career field. The Author shows that in an international career mobility context, the rules of the game change compared to the rules in a pure national career context, which challenges the pertinence of national career models in understanding repatriation in a Franco-German context.

Based on research fieldwork conducted in France and Germany, this study seeks to explain how public actors have taken part in the regulation of the expression of right-wing radicalism. The author compares these two neighbouring countries which have framed the struggle against right-wing radicalism differently. German political and state actors have constructed a public policy responding to political radicalism, whilst in France, the radical right is primarily handled in the political arena. The text evaluates how these two Western European democracies address the paradox of tolerance (i.e. the fact that liberal democracies may restrain rights they value, such as freedom of speech, in order to repress intolerant forces that threaten democracy). This book is core reading for scholars and students interested in the spread of far-right politics in contemporary democracies.

The crisis of forced displacement is compounded by the politicization of asylum and refugee protection, which have become polarizing issues in many countries in Europe and in the United States. It has animated efforts by pro-refugee civil society groups to engage in advocacy efforts that respond to the securitization of the issue, reframe it as a human rights and humanitarian issue, and bring about policies that are favorable to refugee protection. The contrasting points of view surrounding refugee and asylum policy reveal a fundamental normative difference in what is considered the most appropriate standard of behavior to guide actions and policies in the wake of the European refugee crisis. This normative difference, and the contestation that it entails, represents the starting point for this study of specific strategies of norm-based change. The study focuses on civil society organizations (CSOs) and the deliberate ways they incorporate and use norms in framing and responding to the issue of refugee protection. It seeks to understand and explain how and why pro-refugee advocacy groups choose to use specific norm-based strategies of advocacy in their effort to shift public opinion on the issues of asylum and refugee protection and ultimately bring about policy change.

In The Century of Science, a multicultural, international team of authors examine the global rise of scholarly research in science, technology, engineering, mathematics and health fields, providing insightful historical and sociological understandings of the ways that higher education has become an institution that shapes science and society.

How have regionalization processes across Europe impacted on policy convergence? This book takes as its starting point the curious fact that autonomous regional policymaking may be parallel to regional governments pursuing policy similarity. The author proposes that these observations are paradoxical only if sector-specific policy norms are disregarded and when autonomy is considered as the exclusive goal of regional governments. Focusing on common yet under-studied regional situations where a sense of cultural or historical distinctiveness is not readily apparent, if at all, the book argues that in policy sectors where norms of territorial equality have long been dominant, regional governments endorse them as a way to secure or expand their policy capacity when the central state or other policy entrepreneurs challenge it. This results in converging policies. A textured comparative account of educational policymaking in German Länder and French conseils régionaux over three decades forms the backbone of this analysis of policymaking in ordinary regions.