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Notes on Contributors

Hermann J. Abs

holds the chair for Educational Research and Schooling at the University of Duisburg-Essen since 2013. Previously he has been Professor for Research in Schooling and Teaching at the University of Giessen since 2009. He also lectured at the University of Frankfurt and at the University of Freiburg. Outside the university, Abs worked as a project coordinator and project leader for national and international projects in the area of citizenship education at the German Institute for International Educational Research (DIPF) in Frankfurt, Main from 2002 to 2009. Earlier on, he taught as a teacher at secondary schools.

Professor Abs was the founding director of the Interdisciplinary Center for Integration and Migration Research (InZentIM) at the University of Duisburg-Essen from 2016 to 2020. He co-coordinated the European Association for Research on Learning and Instruction (EARLI) Special Interest Group 13 on Moral and Democratic Education from 2015 to 2019. Currently, he serves as the Principal Investigator for the IEA International Civic and Citizenship Study (ICCS 2022) in Germany.

Ewa Bacia

(PD) studied Social and Political Science at Uniwersytet Warszawski. She achieved her PhD (2008) at Freie Universität Berlin. Her doctoral thesis ‘Democracy Perception in Post-Socialist European Regions in the Context of Social Capital and the Post-Democracy Theory’ was rewarded with a special distinction by Poland’s Ambassador in Germany (Scientific Reward of the Ambassador of the Republic of Poland). Her research interests concentrate on following topics: promotion of competencies in the youth, citizenship and civic education, participatory, inclusive education, international comparative studies on the educational systems, teacher education. In the years 2015–2019, she worked as an IPODI Fellow (Marie Curie Co-funding) on the project ‘Learning Democracy at Schools. Tools in International School Contexts’, aiming at capturing different dimensions of educational processes in terms of citizenship education. The project was realized in the Department of Educational Psychology at the Technical University in Berlin and had an inter- and transdisciplinary character; it was conducted in cooperation with educational scientists, sociologists, psychologists, historians, as well as teachers, students, and persons from German, Polish, and international NGO s. In April 2018, Ewa Bacia obtained a habilitation degree from the Technical University in Berlin for her cumulative habilitation thesis ‘Democratic Approaches in School and Extracurricular Education Processes. Results of Empirical Studies in International Educational Context’ [‘Demokratische Ansätze in schulischen und außerschulischen Bildungsprozessen. Ergebnisse empirischer Studien im internationalen Bildungskontext’]. She publishes in English, German, and Polish.

James A. Banks

is Kerry and Linda Killinger Endowed Chair in Diversity Studies Emeritus at the University of Washington, Seattle. He was the Russell F. Stark Univeristy Professor at the University of Washington from 2000 to 2006 and founding director of the Center for Multicultural Education from 1992 to 2018, which has been renamed the Banks Center for Educational Justice. He is a past president of the American Educational Research Association (AERA) and the National Council for the Social Studies (NCSS). He is a member of the National Academy of Education and the American Academy of Arts and Sciences. Professor Banks is a specialist in social studies education and multicultural education and has written widely in these fields. His books include Diversity, Transformative Knowledge, and Civic Education: Selected Essays; and An Introduction to Multicultural Education (6th ed.). His edited books include The Encyclopedia of Diversity in Education (4 vols.), and Citizenship Education and Global Migration: Implications for Theory, Research, and Practice.

Professor Banks has given lectures on citizenship education and diversity in many different nations, including Australia, Canada, China, Cyprus, England, France, Germany, Greece, Hong Kong, Ireland, Israel, Japan, Kenya, Korea, Malaysia, Norway, Portugal, Russia, Scotland, Singapore, Sweden, Turkey, and New Zealand. His books have been translated into Greek, Japanese, Chinese, Korean, Turkish, and Arabic. Professor Banks has six honorary degrees.

Sofie Leona Bayer

is a research assistant in a cooperation project of University of Mannheim, Germany and DIPF | Leibniz Institute for Research and Information in Education, Frankfurt am Main, Germany. In this research project, she is supporting research on moral development and social exclusion in the context of intergroup processes. She received her bachelor’s degree in Psychology (2019) at the University of Mannheim, Germany. Besides her major in Psychology, she has a minor in Economic and Business Education. Within her bachelor programme, she took specializations in Educational Psychology, Clinical Psychology, and Organizational Psychology. Currently, she is in a master programme for Cognitive Science at the Technical University of Kaiserslautern. In this research-oriented master programme, she focusses on the intersection of social sciences, computer sciences, biology, and neuroscience.

Her research interests center on social exclusion in adolescence and cognitive science. She is involved in a research project that investigates adolescents’ social inclusion or exclusion decisions concerning refugee youth in Germany.

Hanna Beißert

is a postdoctoral researcher in the Department of Education and Human Development at DIPF | Leibniz Institute for Research and Information in Education, Frankfurt am Main, Germany. She is also a lecturer at the Department of Educational Psychology at University of Mannheim, Germany, where she teaches classes on group dynamics and on social development.

She completed her PhD (2017) at the Goethe University Frankfurt, Germany. Her dissertation thesis was on inter- and intraindividual differences in moral development. Her undergraduate and master degrees in Educational Sciences, Sociology, and Psychology are from the University of Mannheim, Germany.

Her research interests center on social-cognitive development in childhood and adolescence, in particular moral and social development with a strong focus on intergroup processes. She conducts research examining social cognition (e.g. theory of mind), group dynamics and stereotypes in the context of social exclusion. Further, she is also involved in research on gifted education and the participation of underrepresented groups in the STEM fields, as well as on understanding the role of stereotypes in this context. Moreover, she is interested in how gender specific socialization processes can explain gender differences in social exclusion and moral reasoning as well as in participation in the STEM fields.

Hazel Bryan

is Dean of Education and Professional Development at the University of Huddersfield. Her research interests are situated at the interface between education policy and values. Of particular research interest is the emerging relationship between education and extremism. Hazel has published in the field of education and extremism on a range of themes, including the ways in which teachers are now altering their practice in classrooms to provide opportunity for young people to engage in discussion relating to extremism and radicalization, and the ways in which this impacts upon teacher professional identity. She has researched the impact the statutory requirement to prevent radicalization has on the way Head Teachers approach teacher appraisal, and on the ways in which trainee teachers are introduced to these concepts in the university and in schools. Hazel is Chair of the Universities Council for the Education of Teachers (UCET) Research and International Committee, Chair of the International Professional Development Association (IPDA), and co-managing Editor of the journal Practice: Contemporary Issues in Practitioner Education. She sits on the Executive Board of the Society for Educational Studies and on the Editorial Board of the British Journal of Educational Studies.

Inger Marie Dalehefte

is an associate professor at the University of Agder. Her main issues in research are improving instruction, professional development, assessment, and evaluation within the field of education. Until 2014, she worked at the Leibniz Institute for Science and Mathematics Education (IPN) in Kiel, Germany, focusing primarily on teaching and learning processes in Physics education (IPN Video Study) and teachers’ professional development and improvement of instructional quality within Mathematics and Science instruction (SINUS for Primary Schools).

Since 2015, she has been involved in the programmes School-In and DEMO at the University of Agder, Norway. School-In is a professional development programme for teaching staff dealing with expectation structures in and outside school, school’s relationship to the local context and school’s culture for fostering inclusion. The DEMO strategy ‘Democratic Mobilization—Democracy on Education’s Agenda’ focuses on democratic values in pedagogy and education. It aims at understanding how democracy can develop and maintain on different levels in the educational system and how it interacts with other national and international regulations. As an involved member of the Special Interest Group 13 – Moral and Democratic Education within the EARLI organization, she is concerned about fostering research. Her motivation to mobilize motivation among educators and researchers to deal with democracy as a topic has resulted in establishing international networks and conducting educational conferences, i.e. the Special Interest Group 13 conference in Kristiansand 2022.

Natascha Diekmann

is a doctoral candidate at the Department of Educational Research at the University Salzburg, Austria. She studied Educational Science and Sociology at the University of Bielefeld in Germany and started to investigate Education for Sustainable Development in her master’s thesis. In her dissertation, the focus is on adding values to sustainability education. Implementing that focus, sustainability projects in German schools have been conducted, and Values and Knowledge Education (VaKE) has been used as a suitable method to supplement sustainability education. Natascha Diekmann has also collaborated in a project using VaKE as an intervention method in the context of education for democratic citizenship for female refugees.

Georg Kristoffer Berg Fjalsett

is working at ARKIVET Peace and Human Rights Centre in Kristiansand, Norway. He held the role as coordinator for DEMBRA in Southern Norway 2017–2019 and has since focused on practical guidance of DEMBRA schools.

Fjalsett received his master’s degree in History at the University of Agder in 2010 and has also studied music, religion, social science, and philosophy, as well as teacher training. Before joining ARKIVET full time in 2014, he worked as a lecturer in History and Social Science at different schools in addition to a project at ARKIVET called holocaustdagen.no, a resource bank for teachers and others on how to fight racism and anti-Semitism as well as information about nationwide commemoration ceremonies on The International Holocaust Remembrance Day.

His academic fields of interest have primarily focused on understanding mechanisms behind racism and others forms of discrimination and practical training in critical thinking for both teachers and students. He has also been working school-based with whole educational staffs in schools to facilitate seminars and training them in various subjects, such as drama as a working method, the importance of historical consciousness and phenomenological understanding of radicalization, among other themes. Through ARKIVET, Fjalsett has also held the position of secretary for a nationwide network of human rights educators.

Kerstin Göbel

is a chair and full professor at the University of Duisburg-Essen since 2013. She received her PhD in Psychology on ‘Quality of Intercultural English as a Foreign Language Teaching – A Video Study’ at the University of Koblenz-Landau (Germany) and habilitated in Educational Science at the University of Wuppertal in 2012. From 1996 to 2005, Kerstin Göbel realized her research (acculturation and teacher training; studies abroad in adult education and intercultural and interlingual perspectives in the context of the DESI-study) at the Department of Psychology of the German Institute for International Educational Research in Frankfurt/Main. During this time, she was teaching at the faculty of Educational Psychology at the J. W. Goethe-University in Frankfurt. In 2005, she changed her position to become Assistant Professor at the Centre for Teacher Education to the University of Wuppertal. In Wuppertal, she worked on intercultural and interlingual perspectives of language teaching and the analysis of respective videos. In 2010, she took over a Stand-In Professorship for Education in the Context of Immigration and German as a Second Language at the University of Wuppertal. She started her full professorship at the University of Duisburg-Essen in April 2013, where she leads the workgroup for teaching development. Her research topics on intercultural and interlingual learning remain, but she broadened her focus towards school-engagement and reflection on teaching.

Since 2015, Kerstin Göbel is a member of the user advisory board of the Fachinformationssystem Bildung (German Institute for International Educational Research, Frankfurt, a.M.). At the University of Duisburg-Essen, she was heading the Examination Board for Bachelor and Master Programmes (2014–2016), is member of the faculty board of the Faculty of Education since 2018, member of the senate of the University since 2018 and since Mai 2021 member of the executive board of the Interdisciplinary Centre of Education of the University of Duisburg-Essen.

Seçil Gönültaş

is a postdoctoral research fellow at the University of Exeter. Seçil finished her PhD at the Lifespan Developmental Psychology Program at North Carolina State University in the USA. She received a master’s degree in Developmental Psychology at Koç University in Turkey and completed her Bachelor’s degree at Boğaziçi University in Turkey. Her research interest centres on investigating how social cognition (e.g. theory of mind) and group processes (e.g. prejudice, discrimination, and threat perception) relate to intergroup decision-making. She aims to broaden her focus on both theory of mind and group processes into different areas of social development across childhood and adolescence. Her other research interest is to investigate bullying and bystander interventions. She also conducts research at the intersection of bullying and group processes which examines children’s and adolescents’ responses to bias-based bullying (i.e. if someone is exposed to bullying due to belonging a particular group such as race or ethnicity, nationality, religion, gender, sexual orientation, or disability). In her future research, she is planning to investigate the other factors (e.g. intergroup membership, intergroup norms, loyalty, peer norms, and parental attitudes) that influence when and why children and adolescents defend victims of bias-based bullying as complementary to her earlier studies. Through her research, she hopes to translate this research agenda into policy-focused promotive intervention programmes aimed at fostering equity and social justice, especially in school settings.

Eveline Gutzwiller-Helfenfinger

is a guest professor at the Interdisciplinary Center for Integration and Migration Research at the University of Duisburg-Essen, Germany and Senior Researcher at the University of Fribourg, Switzerland. She earned her Master’s degree in General Psychology, Pedagogy and English Literature at the University of Basel. She earned her PhD at the University of Berne and was awarded the Lazarus Award of the Faculty of Humanities for her dissertation. After holding a post-doc position at the University of Berne, Professor Gutzwiller-Helfenfinger worked as a Project Leader and Senior Researcher at the Research and Development Department of the University of Teacher Education of Lucerne, Switzerland, where she became a professor of Educational and Social Sciences.

Professor Gutzwiller-Helfenfinger was Interimistic Full Professor for Empirical Educational Research at the University of Leipzig, Germany and Visiting Professor at the Università degli Studi di Firenze, Italy and the University of British Columbia, Canada. She has co-organized several international scientific conferences including—in her role as guest professor—the 2018 Conference on “Migration, Social Transformation, and Education for Democratic Citizenship” held by the Interdisciplinary Center for Integration and Migration Research at the University of Duisburg-Essen.

Professor Gutzwiller-Helfenfinger’s main research interests include socio-moral development across the lifespan, teacher professional development, school bullying and its moral dimensions, and the prevention of school bullying in the context of teacher education.

Farhad Khosrokhavar

is an Iranian-French Philosopher and Sociologist. He received his PhD in 1974 with a study on the Heidegger reception in France. He was appointed as Professor of Sociology at the Ecole des Hautes Etudes en Sciences Sociales in Paris in 1991. He also is the director of the “Observatoire des radicalisations” at the “Maison des Sciences de l’homme” in Paris. He has been a Rockefeller Fellow (1990), a Yale Visiting Scholar in 2008, and a Harvard Visiting Scholar in 2009.

Farhad Khosrokhavar’s main fields of study include Jihadism in Europe, Arab societies, and radical Islamist movements within them, the Arab revolutions and social movements in Iran. During his academic work, he first focused on modernization theory and specialized in comparative governmental analysis. Later he integrated the sociology of religion and became a main author for the analysis of Jihadism.

He has published some 30 books, six of which either translated or directly written in English, some translated in different languages and more than 70 articles, in French, English, and occasionally, Persian. Among his books are Radicalization, Why Some People Choose the Path of Violence (The New Press, 2017), Le Nouveau Jihad en Occident (Robert Laffont, 2018), and Jihadism in Europe (Oxford University Press, 2021).

Aslaug Kristiansen

is a professor of education at the University of Agder, Norway. Her PhD was a theoretical study of trust and trusting relationships within an educational context. Kristiansen’s main areas of research now are educational theory, ethics, teacher role and qualification, and the art of dialogue in various settings. Her publications include ethical and educational questions related to professional cooperation, terror, immigration, and democratic teaching and living.

Since 2015, she has been heavily involved in the strategy ‘Democratic Mobilization (DEMO)’ at the University of Agder and has initiated further projects and conferences under the umbrella of DEMO. For instance, she has, carried out an evaluation project on the effect of various initiatives implemented to prevent harmful behaviour from escalating in a group of vulnerable youth in a region in Southern Norway. She also participates in the national DEMBRA project in the section that focuses on teacher education and teacher qualifications. In teacher education, the aim is to equip future teachers with attitudes, intellectual capacities, and sensitivity to be able to discuss controversial issues like racism, anti-Semitism, polarization, and to promote a supportive classroom environment based on trust.

Dan Laitsch

is an associate professor with the Faculty of Education at Simon Fraser University and on the Board of the SFU Faculty Association. He is a researcher with the SFU Centre for the Study of Educational Leadership and Policy and his primary teaching area is in Educational Leadership. He is co-editor of the open access peer reviewed International Journal of Education Policy and Leadership (www.ijepl.org), and is active in the American Educational Research Association Special Interest Group on Research Use, having served past terms as Chair, Program Chair, and Treasurer. Dr. Laitsch has worked with the Joint Consortium for School Health on health issues in BC, across Canada, and globally through his leadership of the World Education Research Association International Research Network, “Teaching, Learning & Literacy for Health. Safety, Life Skills, Inclusion, Social & Sustainable Development”.

Dr. Laitsch joined SFU after serving as Senior Policy Analyst for the U.S.-based Association for Supervision and Curriculum Development, where he focused on federal and state legislative issues. Prior to joining ASCD, he spent five years working on state policy issues related to teacher quality at the American Association of Colleges for Teacher Education. He taught high school English in alternative and mainstream schools in Fairfax County, Virginia, and through the Japan Exchange and Teaching (JET) Program, he taught English to middle school students in rural Japan.

Dr. Laitsch’s research interests include the use and misuse of research in teaching, policymaking, and issue advocacy; the impact of neoliberal policies on educational systems; and school health approaches to systemic education reform. He earned his doctorate from American University, in Washington, DC.

Joanna Leek

(PhD in education) is an adjunct of educational theory and practice at the University of Lodz, Faculty of Educational Sciences, Poland. After she graduated from Studies on Modern Languages in 2000 (MA in teaching German as Foreign Language), she became a teacher in secondary schools in Poland. In the years 2004–2006, she worked for international organizations where she was involved in projects on migration matters in Europe. Since the year 2006, she has been working as a researcher at the University of Lodz, an author and co-author of papers published in international, national journals, and books on the theory and practice of international education, peace education, functions of schooling, ‘proposed, implemented and attained functions of school curricula and programmes’ and policy of education. She took part in European and national funding research projects where she paid attention to how students and teachers can develop their leadership, to the empowerment of youth in and out of school activities, to teaching practices, principles, methods in relation to teaching programmes and curricula, and to experiences of teachers and students with their national programmes. In addition, her research work focuses on citizenship education in the European context, in relation to policy and practice. She is also a teacher trainer and leads courses on methods, reflective teaching, learning in international environment, and students’ educational support.

Lydia Linortner

is currently working in a women vocational center in Bad Ischl. For the last six years, she has worked in two projects in collaboration with European and Israeli universities. At that time, she started working on her PhD with the topic VaKE in combination with the SDT (Self-Determination Theory) focused on facilitating identity building in a multicultural classroom. In her master’s thesis, through her experiences with this teaching method, and working with curriculum teachers for the hearing-impaired, she has evaluated and adapted this method for pupils with hearing impairments. Following on from this, with an aim to improve the transaction of ‘putting theories into practice’, she adapted VaKE for the Tact to be implemented in the curriculum of several universities. Lydia planned, operated and evaluated a pilot study in Aalen, Germany for optometrists. These experiences helped her improve the Teacher Manual (2015) for Israeli universities by combining VaKE and Tact. The last assignment of VaKE-Tact was working together with the Hadassah College in Jerusalem. One paper she took part in is the Lifelong Learning Journal with a short description of VaKE-Tact. To summarize, she carried out three types of adaptions, implementations, and evaluations with regard to the new teaching method VaKE in several fields, in kindergarten, with hearing-impaired pupils and with university students studying optometry. Each had a focus to support teachers and offer them an easily applicable technique to improve in a contemporary way, but also as the Lifelong Learning aspect of combining VaKE and Tact and as an implementation into the curriculum. Her last contributions in the VaKE Approach Handbook (in press) are Training of in-service teachers for VaKE, VaKE in teaching the hearing-impaired and VaKE in different health care settings.

Sabine Manzel

is Professor in Didactics of Social Sciences of the University of Duisburg-Essen and Head of the CIVES! School of Civic Education since 2011. Her research interests are Civic Education and Social Cohesion, Civic Literacy and Political Knowledge, Argumentation and Reasoning in Social Science Issues as well as Professional Teacher Training. She is well experienced in standardized videography. She also offers Teacher Trainings for Civic Education together with the Ruhr-Campus-Academy, Essen.

Together with other researchers, she attracted several third-party funds, e.g. the project “Writing in the subject lessons of secondary level I with the inclusion of Turkish. An intervention study on the effectiveness of interdisciplinary and subject-specific writing support in cooperative settings (SchriFT II)” and the interdisciplinary project for teacher training “Professionalization for diversity dynamic – reflexive – evidence-based (ProViel)” from the Federal Ministry of Education and Research. In 2017 together with her team she hosted the Annual Conference of the German Association for Didactics of Political Science and Civic Education on the topic “Populism and Civic Education”. Her publications and projects can be found on the internet at www.cives-school.de.

From 2016 until 2021, Sabine Manzel was a Vice Chair of the Centre for Teacher Education, from 2017 until 2021 Board Member of the Interdisciplinary Centre for Empirical Educational Research at the University of Duisburg-Essen. From 2012 until 2016, she was a Vice Dean of the Faculty of Social Sciences for teaching and learning. She is a member of several Associations, e.g. the European Association for Research on Learning and Instruction (EARLI) with the Special Interest Groups 13 and 26.

Douglas S. McCall

is a former teacher, union leader, community organizer, and lobbyist. He was a key part of the school health movement in Canada between 1987 and 2010. During those years, he worked as a consultant for education organizations in Canada such as the Council of Ministers of Education, Canada, as well as an employee or contractor of the national associations representing education ministry officials, teachers, school boards, school principals, and senior school administrators. He has been instrumental in establishing much of the infrastructure in Canadian school health promotion, including the federal-provincial Joint Consortium for School Health, a uniquely Canadian mechanism (there is no federal department of education) established by the education and health ministers in 2005, partly in response to the SARS outbreak in Toronto.

More recently in his semi-retirement, Mr. McCall has worked with others from around the world to establish the International School Health Network. As part of this work, he chairs the FRESH Partnership, a coalition of UN agencies, donors, and global NGO s. His interest and commitment to forming and supporting networks has led him to be part of the formation of the Global Network of Deans of Education.

He has written and published over 100 monographs, journal articles, book chapters, guides, booklets, and other publications on a wide variety of health & social development issues in education and health promotion. Key publications include work with the Royal Commission on New Reproductive Technologies a status report on HIV/AIDS and school health programmes with the Council of Ministers of Education, Canada and three book chapters describing the evolution of settings-based and school health promotion around the world and in Canada. Mr. McCall co-authored an award winning journal article on the application of systems-focused, ecological approaches to school health promotion and social development.

Paulena Müller

is a student research assistant at the chair for Educational Research and Schooling at the University of Duisburg-Essen. She gained her Bachelor’s degree in German, Comparative Literature and Cultural Studies in 2012 and is currently finishing her Master’s studies in Gender and Theatre Studies at the Ruhr-University Bochum. From 2017 to 2020, she worked as student research assistant at the Interdisciplinary Centre for Integration and Migration Studies (InZentIM) at the University of Duisburg-Essen. She was the organization assistant for the 2018 InZentIM & EARLI Special Interest Group 13 Conference Migration, Social Transformation, and Education for Democratic Citizenship and co-edited the thematic papers based on this conference which were published in 2019. Paulena Müller has been the editing assistant for this volume.

Kelly Lynn Mulvey

is an associate professor in the Department of Psychology at North Carolina State University. She completed her PhD (2013) in the Department of Human Development and Quantitative Methodology at the University of Maryland and was previously an Assistant Professor in the College of Education at the University of South Carolina. Her undergraduate and Master’s degrees are from Duke University. Prior to completing her doctorate, she was a public school teacher in Durham, NC and received certification by the National Board of Professional Teaching Standards. She currently has federal funding from the National Institute of Justice and the National Science Foundation. She is an associate editor for the British Journal of Developmental Psychology. Her research interests center on social-cognitive development, in particular moral and social development in intergroup contexts. She conducts research examining theory of mind, social exclusion, and group dynamics, including when children challenge peer group norms. Her work focuses on intergroup contexts, and examines the influence of children’s bias, prejudice, and stereotypes on their intergroup relations. Her work also examines broadening the participation of underrepresented groups in the STEM fields and understanding stereotypes regarding who can and should be a scientist. Her work has been published in leading journals in the field, including Child Development, Developmental Psychology, Psychological Science, and Cognition.

Laura M. Neumann

(M.A.) is leading the department for education, quality, and science at the German children and youth Charity “Die Arche” as well as teaching bachelor students of social work studies. She holds the function of representing an expert group (LAK) of organizations in Berlin which are working in the field of child poverty and consulting political decision-makers. She studied Educational Science at the Freie Universität Berlin, Technische Universität Berlin, in Germany and at the Universiteit van Amsterdam, Netherlands. Her research experiences are in the fields of educational psychology and integration. She contributes to several evaluation projects, such as Educational Quality Improvement, in Berlin and Hamburg as well as environmental education, in South Africa and Tanzania.

Jean-Luc Patry

is Professor Emeritus for Education. He works at the Department of Educational Research at the Paris-Lodron University Salzburg (Austria). Professor Patry studied Natural Sciences and Teaching (Biology) at the ETH Zurich where he earned his PhD. In 1991, he habilitated in Educational Science at the University of Fribourg (Switzerland).

His research interests focus on the situational specificity of human behaviour, moral and values education, pedagogical interaction, methodology (esp. critical multiplicism and groundwork in scientific theory), educational research from a constructivist perspective, theory and practice (e.g. pedagogical tact as an application of the theory of situational specificity), etc.

From 1972 to 1975, he worked at the institute for behavioral science at the ETH Zurich. From 1975 to 1993, he was employed at the Institute of Educational Science at the University of Fribourg. He has been working at the University of Salzburg since 1993. Professor Patry was a Visiting Scholar at Stanford University and Lehigh University as well as a Guest Researcher at the University of Salzburg from 1982 to 1984. He was Head of Institute in Salzburg several times as well as a member of the University Senate for one legislation period. He was Coordinator of the EARLI Special Interest Group 13 “Moral and Democratic Education” from 2007 until 2011.

Jan S. Pfetsch

(PhD) is a senior researcher at the Department of Educational Psychology at Technische Universität Berlin, Germany. He studied psychology and philosophy at the universities of Trier, Germany, and Valencia, Spain. For his PhD at the University of Luxembourg, Luxembourg, he developed and evaluated a bystander intervention training in the context of offline bullying at school. Formerly, he worked as research fellow and visiting professor at the Technische Universität Berlin and as visiting professor at the University of Konstanz, Germany. His research expertise covers educational psychology, developmental psychology, and social psychology. For example, his research interests focus on learning with digital media, development of competencies in teacher training (esp. media and diagnostic competence), vocational interests in STEM fields, empathy in offline and online contexts, media use and media literacy, cyberbullying (especially cyberbystanders), and aggressive and prosocial behaviour in children and adolescents. Currently, he leads research projects in the area of technology enhanced learning in pre-service teacher training and artistic design teaching, and digital safety of children and adolescents. He co-organized several conferences and special issues, and published over 40 articles and book chapters in national and international publications.

Zuzanna M. Preusche

is a doctoral student and research assistant in the workgroup for teaching development at the Faculty of Education at the University of Duisburg-Essen. She studied secondary teacher education with a focus on teaching German and English as a foreign language. She finalized her studies with a state examination in 2014.

While studying, she worked as student assistant at the Faculty of Humanities, Institute for German as Second and Foreign Language. In 2010 and 2011, Zuzanna Preusche worked as foreign language assistant in different secondary schools in London, UK. During this time, she was a Foreign Language Assistant Ambassador at the Goethe Institute and the UK-German Connection. Before her state-examination at the University of Duisburg-Essen, she spent a semester abroad at the Fort Hays State University (USA), where she took classes in educational and social psychology, and sociology research, she also worked there as a student assistant in the department of modern languages. Before joining the workgroup of Professor Göbel, Zuzanna Preusche worked as research associate at the Faculty of Philology and Applied Linguistics, at the Ruhr-University in Bochum, Germany.

Her research interests are teacher education, cultural, and linguistic diversity in education, school engagement, and school-based interventions.

Marcin Rojek

is a researcher, lecturer, and teachers’ trainer at the University of Lodz, Faculty of Educational Sciences. He is the University of Lodz graduate and at this University obtained a PhD (2017) in social science (education). His PhD thesis focused on teachers intergenerational learning in schools. His research interests are learning process, especially socio-cultural learning, intergenerational learning, learning in the work place, work-related learning, teachers’ learning, teachers’ professional development and ethical dimension in research doing by the teachers. He is the author of several articles on this issue and two books. In 2012, he conducted academic training at the Danish School of Education of Aarhus University (Denmark). He was a member of the organizing committees of several international scientific conferences. Four times he participated in the Erasmus International Pedagogical Summer Schools. He is a member of editorial board of Journal of Mixed Methods Studies (Turkey) and a member of the Commission for the Development of Didactics of the University of Lodz. He coordinates the university cooperation with employers, business, social environment, and graduates.

Anja Schultze-Krumbholz

(Dr. phil.) is a deputy professor (visiting professor) and currently head of the Department of Educational Psychology at Technische Universität Berlin, Germany. She studied psychology at Freie Universität Berlin where she also received her doctoral degree with “summa cum laude” (highest honor) and worked as a research fellow for many years. Her dissertational work focused on risk and protective factors, consequences, and prevention of cyberbullying during adolescence and she is the first author of the German cyberbullying prevention programme “Medienhelden”. Her research comprises the areas of developmental psychology, educational psychology, social psychology, and diversity and inclusion psychology. Her current research interests are bullying and cyberbullying in childhood and adolescence, social-emotional development in school, classroom influences on behavior, discrimination and bias-based bullying among students, hate speech and counter speech, and diversity and inclusion in schools. Among others, she is currently a deputy member of the management committee for the EU COST (European Cooperation in Science and Technology) Action CA18115 “Transnational Collaboration on Bullying, Migration and Integration at School Level”.

Saloshna Vandeyar

is a full professor in the Department of Humanities Education and Director of the Centre for Diversity and Social Cohesion at the University of Pretoria, South Africa. She is a National Research Foundation rated-scientist and the award-winning researcher of four international and three national research awards; runner-up for the Women in Science award, 2017; finalist for the NSTF Lifetime Award, 2014, and the Shoprite Checkers Woman of the Year, 2006; She was the recipient of the Gauteng Woman in Excellence award in 2018. She also won five institutional research awards; two community awards for research and two merit awards for teacher professionalism and excellence. The focus of her research is on social, cultural, and cognitive justice education, with a particular focus on race in(equalities) and the ways in which all other kinds of inequalities are produced and reproduced in educational spaces by educational processes, practices, and discourses. She serves on a number of editorial boards; has published widely (6 scholarly books; 49 journal articles, 16 book chapters, numerous conference proceedings); has numerous international networks and has presented many invited keynote addresses. Of note, she has recently developed a theoretical framework called Pedagogy of Compassion for diverse educational spaces.

Sieglinde Weyringer

has been working as a scientific collaborator and lecturer at the Department of Educational Research as well as the School of Education at the Paris-Lodron University Salzburg (Austria) since 2004. Dr. Weyringer started her professional career as a teacher in different elementary schools and special education centers in 1973.

From 1999 to 2004, she held a crucial position in establishing the Talent Center in Austria. She earned her diploma as a creativity trainer in 1993 and the ECHA (European Council for High Ability) Diploma “Specialist in Gifted Education” from the University of Nijmegen (Netherlands) in 1996.

In 2001, she completed her Magister degree in Educational Science, Sociology and Psychology. In 2008, she earned her PhD in an area of giftedness research, moral and values education, and European conscience.

Johanna F. Ziemes

is a research fellow at the Faculty of Educational Sciences at the University of Duisburg-Essen. She earned her Bachelor’s and Master’s degrees in Psychology at the University of Trier. Since late 2014, she is part of the research group “Educational Research and Schooling” at the University of Duisburg-Essen. She was part of the German national research team that conducted and reported the International Civic and Citizenship Education Study 2016 (ICCS 2016). ICCS explores how students around the world are prepared to become citizens. In the year 2021, she earned her PhD in Pedagogy at the University of Duisburg-Essen. Her dissertation uses theory and the ICCS 2016 data to explore the relevance of social relationships for the political socialization of emerging citizens. Specifically, she found that social relationships are connected to aspects of political support. Johanna F. Ziemes is now part of the national research team for ICCS 2022 in Germany where she holds the role of national research manager.

Johanna F. Ziemes’ main research interests include the relevance of social relationships for the persistence and development of political systems and the responsibility of educational systems in fostering positive social relationships. Furthermore, she is interested in the preparedness of schools to provide a nurturing environment for transgender and intersex children.

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The Challenge of Radicalization and Extremism

Integrating Research on Education and Citizenship in the Context of Migration

Series:  Moral Development and Citizenship Education, Volume: 19

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