The Experts below are selected from a list of 99 Experts worldwide ranked by ideXlab platform
Tetyana Kloubert - One of the best experts on this subject based on the ideXlab platform.
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learning democracy in a new society german Orientation Courses for migrants through the lens of buber s dialogical education
European journal for Research on the Education and Learning of Adults, 2020Co-Authors: Tetyana Kloubert, Inga DickerhoffAbstract:European journal for Research on the Education and Learning of Adults 11 (2020) 3, S. 275-291 Padagogische Teildisziplin: Erwachsenenbildung / Weiterbildung;
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Democracy Education in the Context of German “Orientation Courses” for Migrants
Erwachsenenbildung und Migration, 2019Co-Authors: Tetyana KloubertAbstract:Migrants coming to Germany are obliged to take “integration Courses” in order to obtain certain residence titles. In addition to the knowledge of the German language, proof of civic knowledge is required. This usually includes knowledge about the history, politics and culture of the country, or as Heinemann puts it provocatively, “it is presumed that they follow different social rules and therefore need a kind of citizen education in order to be transformed into democratic subjects” (Heinemann 2017, p. 178). This article will partly address Heinemann’s criticism using results of an empirical study conducted in summer 2018, the purpose of which was to analyze strategies and ways of communicating societal values in the context of integration Courses for adult migrants. In contrast to Heinemann, this article doesn’t denounce the Orientation Courses as entanglement of hegemonic norms and structures, but discusses in general the need and the limits of value-promoting adult education in order to foster Orientation – using the Habermasian lifeworld-system-concept. On the basis of the qualitative study, this article provides insights into the practical experiences from the point of view of the participants of the integration Courses. In the following, the project will first be briefly presented in its theoretical location, then the partial results of the qualitative research study will be discussed.
Dickerhoff Inga - One of the best experts on this subject based on the ideXlab platform.
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Learning democracy in a new society. German Orientation Courses for migrants through the lens of Buber\u27s dialogical education
pedocs-Dokumentenserver DIPF, 2020Co-Authors: Kloubert Tetyana, Dickerhoff IngaAbstract:Migrants, coming to Germany, must attend integration Courses in order to obtain a residence permit. These Courses are comprised of a language section as well as an Orientation section. The latter’s purpose is, according to the German Federal Agency for Migration and Refugees (BAMF), the transmission of knowledge of the German legal system, culture, and history and especially of democratic values of the German political system (BAMF, 2017, p. 6). This article examines the challenges that instructors and participants of those Courses face when it comes to the teaching and learning of democratic values, based on a qualitative research conducted in 2018. As the theoretical lens, this article incorporates the concept of dialogue by Martin Buber. (DIPF/Orig.
Judy Devore - One of the best experts on this subject based on the ideXlab platform.
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EXTENDED Orientation Courses AT TWO‐YEAR COLLEGES
Community Junior College Research Quarterly of Research and Practice, 1992Co-Authors: Robert Rice, Judy DevoreAbstract:This national study of extended Orientation Courses indicates that they are used as frequently at 2‐year colleges as at 4‐year colleges. However, substantial differences in the administrative structures and content emphases of these Courses exist within institutional types. At 2‐year colleges, these differences have the potential to limit the effectiveness of extended Orientation Courses. For instance, 2‐year college Courses have significantly larger class sizes, are shorter in duration, are less likely to be required, use less faculty training, are less varied in content, and are rarely used as an introduction to an academic discipline.
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extended Orientation Courses at two year colleges
Community Junior College Research Quarterly of Research and Practice, 1992Co-Authors: Robert Rice, Judy DevoreAbstract:This national study of extended Orientation Courses indicates that they are used as frequently at 2‐year colleges as at 4‐year colleges. However, substantial differences in the administrative structures and content emphases of these Courses exist within institutional types. At 2‐year colleges, these differences have the potential to limit the effectiveness of extended Orientation Courses. For instance, 2‐year college Courses have significantly larger class sizes, are shorter in duration, are less likely to be required, use less faculty training, are less varied in content, and are rarely used as an introduction to an academic discipline.
Inga Dickerhoff - One of the best experts on this subject based on the ideXlab platform.
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learning democracy in a new society german Orientation Courses for migrants through the lens of buber s dialogical education
European journal for Research on the Education and Learning of Adults, 2020Co-Authors: Tetyana Kloubert, Inga DickerhoffAbstract:European journal for Research on the Education and Learning of Adults 11 (2020) 3, S. 275-291 Padagogische Teildisziplin: Erwachsenenbildung / Weiterbildung;
Kloubert Tetyana - One of the best experts on this subject based on the ideXlab platform.
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Learning democracy in a new society. German Orientation Courses for migrants through the lens of Buber\u27s dialogical education
pedocs-Dokumentenserver DIPF, 2020Co-Authors: Kloubert Tetyana, Dickerhoff IngaAbstract:Migrants, coming to Germany, must attend integration Courses in order to obtain a residence permit. These Courses are comprised of a language section as well as an Orientation section. The latter’s purpose is, according to the German Federal Agency for Migration and Refugees (BAMF), the transmission of knowledge of the German legal system, culture, and history and especially of democratic values of the German political system (BAMF, 2017, p. 6). This article examines the challenges that instructors and participants of those Courses face when it comes to the teaching and learning of democratic values, based on a qualitative research conducted in 2018. As the theoretical lens, this article incorporates the concept of dialogue by Martin Buber. (DIPF/Orig.