) in Berlanga de Duero (Soria, Spain) from 13 to 15 April 2015. The symposium addressed two main themes of education in times of transition between dictatorship and democratic society: political socialization and civic education. Scholars from Germany
Textbooks in Periods of Political Transition after the Second World War
Kira Mahamud Angulo and Anna Ascenzi
Demythologizing Girlhood in Kate Bernheimer’s Trilogy
Bernheimer’s girl characters live the very fairy tales (Yiddish, German, Russian) they are reading as a critically self-conscious practice. As Bernheimer herself explains, “Reading fairy tales—or writing about them—is, I can assure you, one of the few ways
The Emotional Education of Boys in Mexico during the Early Porfiriato, 1876–1884
Carlos Zúñiga Nieto
in Nineteenth-Century Germany .” Journal of Social History 19 ( 3 ): 433 – 450 . 10.1353/jsh/19.3.433 Blum , Ann Shelby . 2009 . Domestic Economies: Family, Work, and Welfare in Mexico City, 1884–1943 . Lincoln : University of Nebraska Press
Tween Girls, Intimacy, and Subjectivities
German , 99 – 118 . New York : Continuum . MacDonald , Fiona . 2016 . Childhood and Tween Girl Culture: Family, Media and Locality . London : Palgrave Macmillan . 10.1057/978-1-137-55130-6 Manning , Wendy D. , Peggy C. Giordano , and Monica A
euskera,” in Historia ilustrada del libro escolar en España: De la posguerra a la reforma educativa , ed. Agustín Escolano (Madrid: Fundación Germán Sánchez Ruipérez, 1998), 519–545, 522–523. 5 Idoia Fernández, Oroimenaren hitza. Ikastolen historia 1960
Kira Mahamud Angulo and Yovana Hernández Laina
,” in Historia ilustrada del libro escolar (2 vols), ed. Agustín Escolano Benito (Madrid: Fundación Germán Sánchez-Ruipérez, 1998), 19–47. 67 Amigo et al., Consultor , 15. 68 Rafael Abella, La vida cotidiana en España bajo el régimen de Franco
Male Migrants’ Attitudes to Homosexuality and What Age Has To Do with It
migrating to Western and Nordic European countries. Two of the latter are Germany and Sweden, where 15.7 percent and 20 percent of the inhabitants, respectively, are currently international migrants ( International Office for Migration 2020 ). Among them, a
Drawing upon ethnographic data, this article investigates the effects of a new online campus management system in one of the largest universities in Germany. It shows the various ways in which this technological innovation influenced students', teachers' and administrative personnel's relations and everyday working practices and how it is influential in the reorganisation of university structures. The online management system is regarded as an important part of an emerging infrastructure of excellence, which materialises the changing understanding of qualitative studies and teaching. Findings show that the online management supports standardised and economised study, teaching and administrative practices and silences creativity and flexibility. However, these standardisations are negotiated and questioned by the actors involved.
George A. Martinez, Maresi Nerad, and Elizabeth Rudd
This workshop report summarises the potentially far-reaching deliberations and results of a conference of experts in doctoral education from around the world. The conference was organised jointly by the U.S. Center for Innovation and Research in Graduate Education (CIRGE) at the University of Washington, Seattle and the German International Centre for Higher Education Research (INCHER) at the University of Kassel. Participants discussed critical issues in the globalisation of doctoral education, including global inequalities, diversity in types of students and modes of study, and intellectual risk-taking, and they sought to develop proposals for policy. The focus of the conference was on the research doctorate. This essay reports on the activities, discussions, and conclusions of the workshop. One of the task forces illustrated issues in the intellectual risk-taking faced by graduates by performing a highly realistic vignette written by a South African professor. We begin our workshop report with this vignette as a way to begin to frame the key issues.
Emory Morrison, Elizabeth Rudd, and Maresi Nerad
In this article, we analyse findings of the largest, most comprehensive survey of the career paths of social science PhD graduates to date, Social Science PhDs - Five+Years Out (SS5). SS5 surveyed more than 3,000 graduates of U.S. PhD programmes in six social science fields six to ten years after earning their PhD. The survey collected data on family, career and graduate school experiences. Like previous studies in Australia, the U.K., the U.S.A. and Germany, SS5 found that graduates several years after completing their education had mostly positive labour market experiences, but only after undergoing a transitional period of insecurity and uncertainty. Most SS5 doctoral students wanted to become professors, despite the difficult academic job market and the existence of a non-academic market for PhD labour. Many respondents' career pathways included a delayed move into a faculty tenure-track position, but exceptionally few moved from a faculty tenure-track position into another labour market sector. Respondents reported that their PhD programmes had not trained them well in several skills important for academic and non-academic jobs. Men's and women's career paths were remarkably similar, but, we argue, women 'subsidised' gender equality in careers by paying higher personal costs than men. We conclude with recommendations.