Claudia Schneider – författare

Within the context of increased global migration and mobility, education occupies a central role which is being transformed by new human movements and cultural diversity, flows, and networks. Studies under the umbrella terms of migration, mobility, and mobilities reveal the complexity of these concepts. The field of study ranges from global child mobility as a response to poverty, to the reconceptualising of notions of inclusion in relation to pastoralist lifestyles, to the ways in which new offshore institutions and transnational diasporas shape the educational experiences of students, families, and teachers. At the heart of this new research is a need to explore how identity, integration, and social stratification play a role in the story of global migration between and within the Global North and South. This volume focuses on three major themes: poverty, migration, social mobility and social reproduction; networks of migration within and across national education systems; and higher education and international student mobility, and the concerns and opportunities that go along with this mobility. The international group of researchers who have contributed to this book demonstrate how educational institutions are part of a common global project characterised by fluidity, how the social fabric of educational institutions responds to demographic diversity, and how new social differentiations occur as a result of human movement. By bringing together these contributions, a number of important theoretical and empirical methodological dimensions are identified that need more attention within the growing field of migration and education studies. This volume shows how mobilities and transnational interconnectedness create multiple interactions that tie our different educational projects together. This book was originally published as a special issue of Compare: A Journal of Comparative and International Education.

Given the current context of the experience of migration on schools in England and Europe, and the competing policies and approaches to social integration in schools, there is a need to understand the connection between language development and social integration as a basis for promoting appropriate policies and practices. This volume explores the complex relationship between language, education and the social integration of newcomer migrant children in England, through an in-depth analysis of case studies from schools in the East of England. The authors set this evidence against the background of policy debates in the wider international setting, including a critical discussion of assumptions underlying national narratives of mainstreaming and assimilation. In the light of an absence of national guidelines for appropriate practice in schools, the authors outline a model of inclusive pedagogy for English as an additional language (EAL) and a framework of home-school communication to promote effective EAL parental engagement in schools.

Given the current context of the experience of migration on schools in England and Europe, and the competing policies and approaches to social integration in schools, there is a need to understand the connection between language development and social integration as a basis for promoting appropriate policies and practices. This volume explores the complex relationship between language, education and the social integration of newcomer migrant children in England, through an in-depth analysis of case studies from schools in the East of England. The authors set this evidence against the background of policy debates in the wider international setting, including a critical discussion of assumptions underlying national narratives of mainstreaming and assimilation. In the light of an absence of national guidelines for appropriate practice in schools, the authors outline a model of inclusive pedagogy for English as an additional language (EAL) and a framework of home-school communication to promote effective EAL parental engagement in schools.

Within the context of increased global migration and mobility, education occupies a central role which is being transformed by new human movements and cultural diversity, flows, and networks. Studies under the umbrella terms of migration, mobility, and mobilities reveal the complexity of these concepts. The field of study ranges from global child mobility as a response to poverty, to the reconceptualising of notions of inclusion in relation to pastoralist lifestyles, to the ways in which new offshore institutions and transnational diasporas shape the educational experiences of students, families, and teachers. At the heart of this new research is a need to explore how identity, integration, and social stratification play a role in the story of global migration between and within the Global North and South. This volume focuses on three major themes: poverty, migration, social mobility and social reproduction; networks of migration within and across national education systems; and higher education and international student mobility, and the concerns and opportunities that go along with this mobility. The international group of researchers who have contributed to this book demonstrate how educational institutions are part of a common global project characterised by fluidity, how the social fabric of educational institutions responds to demographic diversity, and how new social differentiations occur as a result of human movement. By bringing together these contributions, a number of important theoretical and empirical methodological dimensions are identified that need more attention within the growing field of migration and education studies. This volume shows how mobilities and transnational interconnectedness create multiple interactions that tie our different educational projects together. This book was originally published as a special issue of Compare: A Journal of Comparative and International Education.

Claudia Schneider widmet sich dem Spannungsfeld zwischen voranschreitender Europäisierung in der Auswärtigen Kulturpolitik der EU-Mitgliedstaaten und der zwangsläufigen Aufgabe nationaler Eigenlogik. Die Autorin zeigt die praktische Arbeit der Kulturinstitute und Kulturabteilungen der Botschaften der EU-Mitgliedstaaten empirisch auf.

In diesem essential zeigen Birgit Schenk und Claudia Schneider praxisnah, wie das digitale Reifegradmodell auf dem Weg der digitalen Transformation einer Verwaltung verwendet werden kann. Dabei dient das Modell sowohl zur Bestimmung des Ausgangspunkts als auch zur ganzheitlichen Steuerung von strategischen Veränderungsprozessen. Anhand von Beispielen aus ausgewählten Kommunalverwaltungen stellen die Autorinnen das Modell vor und belegen, wie es damit gelingt, Strukturen und Geschäftsprozesse zu gestalten, die Organisationskultur zu entwickeln, das Lernen der Organisationsmitglieder zu organisieren und somit den Weg zur echten Smart City zu realisieren.

In diesem essential zeigen Claudia Schneider, Birgit Schenk und Stefan Kraus am Beispiel des Bauhofs der Stadtverwaltung Herrenberg praxisnah, wie sich Geschäftsprozesse, Organisationsstrukturen und Menschen gleichermaßen verändern müssen, damit wirkliche Innovation eine Chance hat. Neue e-Services sowie neue Formen der Zusammenarbeit und der Verantwortungsübernahme sorgen für die Steigerung der Leistungsfähigkeit der Organisation und die Erhöhung der Arbeitgeberattraktivität. Das Buch gibt wertvolle Hinweise für Entscheider, die sich auf den gleichen Weg machen wollen.

Dabei dient die vorgestellte Methodik als Leitfaden, um ganzheitlich die notwendigen Aspekte der Digitalisierung, des Change-Managements wie auch der Personalentwicklung in die Geschäftsprozessmodellierung zu integrieren.