Veronika Magyar-Haas – författare

In most countries in the world, school education is the business of the state. Even if forms and functions differ, the imparting of elementary knowledge is universally regarded as a public function. Yet this is neither self-evident nor self-explanatory. The degree of involvement of state agencies in the supervision, financing and organization of the school system sometimes varies so much that the usual assumption of a common understanding of ‘the state’ seems to be an illusion.Making international comparisons and focusing strongly on the historical conditions of the current form of state education, this volume paints a nuanced picture of how the relationship between ‘education’ and ‘state’ has been and is conceptualized. Insights into this relationship are gained by considering and analysing both specific processes such as financing and bureaucracy; and conceptual ideas, for example community, authority, and political utopias. The book presents comparative studies and analyses of regional and local conditions, arguing that the history of each country or region is critical to educational success, and the relationship between the education and the state must be reconsidered, both internationally and historically, in order to be of actual conceptual value.Education and the State presents a broad variety of approaches and examples that provide a significant contribution to the understanding of the relationship between education and the state. It will be of key value to academics and researchers in the fields of the history of education, the politics of education, and educational administration.

In most countries in the world, school education is the business of the state. Even if forms and functions differ, the imparting of elementary knowledge is universally regarded as a public function. Yet this is neither self-evident nor self-explanatory. The degree of involvement of state agencies in the supervision, financing and organization of the school system sometimes varies so much that the usual assumption of a common understanding of ‘the state’ seems to be an illusion.Making international comparisons and focusing strongly on the historical conditions of the current form of state education, this volume paints a nuanced picture of how the relationship between ‘education’ and ‘state’ has been and is conceptualized. Insights into this relationship are gained by considering and analysing both specific processes such as financing and bureaucracy; and conceptual ideas, for example community, authority, and political utopias. The book presents comparative studies and analyses of regional and local conditions, arguing that the history of each country or region is critical to educational success, and the relationship between the education and the state must be reconsidered, both internationally and historically, in order to be of actual conceptual value.Education and the State presents a broad variety of approaches and examples that provide a significant contribution to the understanding of the relationship between education and the state. It will be of key value to academics and researchers in the fields of the history of education, the politics of education, and educational administration.

For many service users and professionals in the field of social work, shame is an ongoing part of their daily experience. Providing an in-depth examination of the complex phenomena of shame and humiliation, this book sets out key contextual issues and theoretical approaches to comprehend shame and its relevance within social work. It provides a broad understanding of shame, its underlying social and political contexts and its effects on service users and professionals.The book uses innovative international scholarship and includes theoretical considerations, as well as empirical findings within the field of social work. It shows the importance of sensitive, reflective and relationship-oriented practice based on a better understanding of the complexity of shame.

For many service users and professionals in the field of social work, shame is an ongoing part of their daily experience. Providing an in-depth examination of the complex phenomena of shame and humiliation, this book sets out key contextual issues and theoretical approaches to comprehend shame and its relevance within social work. It provides a broad understanding of shame, its underlying social and political contexts and its effects on service users and professionals.The book uses innovative international scholarship and includes theoretical considerations, as well as empirical findings within the field of social work. It shows the importance of sensitive, reflective and relationship-oriented practice based on a better understanding of the complexity of shame.

Ziel des Bandes ist es, den Begriff der Entfremdung aus jeweils eigenen disziplinären Perspektiven auf seine Aktualität zu prüfen. Zum einen wird danach gefragt,  inwiefern sich aktuelle Problembeschreibungen wie Sinn- und Machtverlust, Burnout, Beschleunigung, strukturelle Beschämunbg als Entfremdungsphänomene beschreiben lassen. Zum anderen werden klassisch gewordene Texte zu ‚Entfremdung‘ angesichts gesellschaftlicher und ökonomischer Veränderungen neu gelesen und analysiert.

Ziel des Bandes ist es, den Begriff der Perfektionierung aus jeweils eigenen disziplinären Perspektiven auf seine Aktualität und sein analytisches Gewicht zu prüfen.

Der Band enthält Beiträge zum Thema Kindheit(en), in denen das Phänomen theoretisch und empirisch mit Blick auf die Diskurse über Kinder und Kindheit(en), Gewalt und Gewalterfahrungen von Kindern sowie Kindesschutz, auf Kinderalltag und Fachlichkeit in der Kita sowie auf Fragen des subjektiven Wohlbefindens von Kindern aufgegriffen wird.

Der Band prüft den Begriff Responsibilisierung aus unterschiedlichen disziplinären Perspektiven auf seine Aktualität, sein analytisches Gewicht und seine theoretischen Bedeutungen und bringt so die Erziehungswissenschaft mit der Soziologie, der Philosophie oder der Geschichtswissenschaft ins Gespräch.