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Die Frage nach sozialer Integration und die Idee Performativer Sozialphilosophie
Um zu vermeiden, soziale Integration nach Maßgabe eurozentrisch-assimilativer Narrative aufzufassen, ist die Konstitution sozialer Ordnung als eine performative Praxis leiblicher Verkörperung zu begreifen. Dann nämlich hat man das Fremde zwischen uns anzuerkennen und zwar als die je individuelle Realität des Leiblichen. Die Anerkennung der fremden und insofern unverfügbaren Realität leiblichen Seins muss einer exklusionskritischen Politik sozialer Integration als ethische Richtschnur dienen. Dementsprechend erweitert die Performative Sozialphilosophie klassische diskurstheoretische Auffassungen des Performativen um eine leib-phänomenologische Dimension. Ferner ergänzt sie die zeitgenössischen post-anthropologischen Konzeptionen des Sozialen um eine anthropologische Kritik. Schließlich gilt es die performative Verkörperung sozialer Ordnung vor dem Hintergrund der spezifischen Natur humaner Leiblichkeit zu verstehen.
Integrating Research on Education and Citizenship in the Context of Migration
This interdisciplinary volume on The Challenge of Radicalization and Extremism: Integrating Research on Education and Citizenship in the Context of Migration addresses the need for educational researchers to place their work in a broader social and political context by connecting it to the current and highly relevant issue of extremism and radicalization. It is just as important for researchers of extremism and radicalization to strengthen their conceptual links with educational fields, especially with education for democratic citizenship, as for researchers in education to get more familiar with issues of migration. This book meets a current shortage of research that addresses these issues across subjects and disciplines to inform both scientific and professional stakeholders in the educational and social sectors.

The volume is divided into three parts. The first part, Foundations, provides fundamental research on radicalization and the rejection of democratic values. In the second part, Analysis of Preconditions within the Educational Context, key risk and protective factors against radicalization for young people are explored. Finally, the third part, Approaches for Prevention and Intervention, offers concrete suggestions for prevention and intervention methods within formal and informal educational contexts. The contributions show how new avenues for prevention can be explored through integrating citizenship education’s twofold function to assimilate and to empower.