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001 978-94-007-1466-3
003 DE-He213
005 20140220083338.0
007 cr nn 008mamaa
008 111004s2012 ne | s |||| 0|eng d
020 _a9789400714663
_9978-94-007-1466-3
024 7 _a10.1007/978-94-007-1466-3
_2doi
050 4 _aLC189-214.53
072 7 _aJN
_2bicssc
072 7 _aJHBC
_2bicssc
072 7 _aEDU040000
_2bisacsh
082 0 4 _a306.43
_223
100 1 _aBekerman, Zvi.
_eeditor.
245 1 0 _aInternational Handbook of Migration, Minorities and Education
_h[electronic resource] :
_bUnderstanding Cultural and Social Differences in Processes of Learning /
_cedited by Zvi Bekerman, Thomas Geisen.
264 1 _aDordrecht :
_bSpringer Netherlands :
_bImprint: Springer,
_c2012.
300 _aXXVI, 753p. 10 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _aIntroduction; Thomas Geisen and Zvi Bekerman -- Part 1: Culture, Difference and Learning -- Part 2: Education in Multilingual Societies -- Part 3: Heterogeneity and Learning in Schools -- Part 4: Higher Education -- Part 5: Religion and Learning -- Part 6: Community, Work and Learning -- Author Index -- Subject Index.
520 _aMigrants and minorities are always at risk of being caught in essentialized cultural definitions and being denied the right to express their cultural preferences because they are perceived as threats to social cohesion. Migrants and minorities respond to these difficulties in multiple ways — as active agents in the pedagogical, political, social, and scientific processes that position them in this or that cultural sphere. On the one hand, they reject ascribed cultural attributes while striving towards integration in a variety of social spheres, e.g. school and workplace, in order to achieve social mobility. On the other hand, they articulate demands for cultural self-determination. This discursive duality is met with suspicion by the majority culture. For societies with high levels of migration or with substantial minority cultures, questions related to the meaning of cultural heterogeneity and the social and cultural limits of learning and communication (e.g. migration education or critical multiculturalism) are very important. It is precisely here where the chances for new beginnings and new trials become of great importance for educational theorizing, which urgently needs to find answers to current questions about individual freedom, community/cultural affiliations, and social and democratic cohesion. Answers to these questions must account for both ‘political’ and ‘learning’ perspectives at the macro, mezzo, and micro contextual levels. The contributions of this edited volume enhance the knowledge in the field of migrant/minority education, with a special emphasis on the meaning of culture and social learning for educational processes.
650 0 _aEducation.
650 0 _aRegional planning.
650 0 _aMigration.
650 1 4 _aEducation.
650 2 4 _aSociology of Education.
650 2 4 _aMigration.
650 2 4 _aRegional and Cultural Studies.
650 2 4 _aSociology, general.
700 1 _aGeisen, Thomas.
_eeditor.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9789400714656
856 4 0 _uhttp://dx.doi.org/10.1007/978-94-007-1466-3
912 _aZDB-2-SHU
999 _c104304
_d104304