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Quarterly accession lists; beginning with Apr. 1893, the bulletin is limited to "subject lists, special bibliographies, and reprints or facsimiles of original documents, prints and manuscripts in the Library," the accessions being recorded in a separate classified list, Jan.-Apr. 1893, a weekly bulletin Apr. 1893-Apr. 1894, as well as a classified list of later accessions in the last number published of the bulletin itself (Jan. 1896)
Reform and reconstruction of education in places as diverse as Chile, South Africa and the former East Germany has highlighted the issue of 'education in transition'. In cases such as these there has been a rapid and profound change of political context from autocratic to democratic, and theory has been generated relating to this. Such cases are included here, but the aim of this volume is to illustrate the fact that all nations are in some form of transition generated by a range of pressures and factors. Consequently, the contributing chapters are structured within three broad themes with the consideration of such issues as 'market orientation' and 'gender' as well as change arising from physical conflict. The resultant book makes a distinctive contribution to the understanding of relationships between policy making for educational provision and the realities of outcomes in practice.
Recent years have generated a huge increase in the number of research and scholarly works concerned with teachers and teaching, and this effort has generated new and important insights that are crucial for understanding education today. This handbook provides a host of chapters, written by leading authorities, that review both the major traditions of work and the newest perspectives, concepts, insights, and research-based knowledge concerned with teachers and teaching. Many of the chapters discuss developments that are international in scope, but coverage is also provided for education in a number of specific countries. Many chapters also review contemporary problems faced by educators and the dangers posed by recent, politically-inspired attempts to `reform' schools and school systems. The Handbook provides an invaluable resource for scholars, teacher-educators, graduate students, and all thoughtful persons concerned with the best thinking about teachers and teaching, current problems, and the future of education.
This book draws on the perspectives of leading German scholars to provide a systematic overview of early childhood education and care (ECEC) in Germany, furthering international understanding of the complexities involved in ECEC topics in Germany. The book provides a unique insight into parts of German ECEC rarely seen outside of the country. Offering in-depth insights into historical developments, theoretical approaches and empirical research, the volume discusses Germany’s long tradition in ECEC against the backdrop of Froebel and other pedagogues and traditions. Chapters consider ECEC in Germany from the perspectives of theory, institutions and professionalization. The book draws on international literature and current debates to highlight the features and peculiarities of ECEC in Germany, contributing to dialogue on research into early childhood education and care. Providing a much-needed, internationally relevant insight into ECEC in Germany, this text will be essential reading for academics, researchers and post-graduate students involved in the field of early childhood education, international education, educational theory, and those researching educational policy and politics more widely.
The focus of this edited volume is on immigration’s effect on schooling and the consequential aspect of illegal immigration’s effect. To understand immigration (legal and undocumented) and K-16 education in Asia, Europe, and the US is to situate both within the broader context of globalization. This volume presents a timely and poignant analysis of the historical, legal, and demographic issues related to immigration with implications for education and its interdisciplinary processes. Arguments based on theories of globalization, socialization, naturalization, and xenophobia are provided as a conceptual foundation to assess such issues as access to and use of public services, e.g., public education, health, etc. Additional discussions center around the social, political, and economic forces that shape the social/cultural identities of this population as it tries to integrate into the larger society. The long-term causes and consequences of global immigration dynamics, and the multiple paths taken by immigrants, especially children, wishing to study are addressed. Summary discussion concludes the volume as well as projections with respect to links between immigration and key national security and international policy issues. Education can and must play an important role in a world that is more global and at the same time more local than it was almost twenty years ago. This volume intends to serve as an ambitious guide to approaching the issues of immigration and education more globally.
History / World War I / World War II / Nazi Concentration Camp Survivor / Holocaust / BiographyThis book is a milestone in recording the horrors of National Socialism. It is essential reading, and I am delighted that the translation has already received such keen attention in the United States. -Heinz Fischer, president of the Republic of AustriaThis book is not only an enthralling read; every detail in it has also been thoroughly researched. From a scientific point of view, it is one of the most reliable biographies of a victim of National Socialism. -Professor Walter Manoschek, political scientist, University of ViennaYou have given current and future generations a priceless gift by recording Mr. Engleitner's life story. His experiences remind us of the strength of the human will to overcome even the most horrible and challenging circumstances. -Arnold Schwarzenegger, governor of California WHEN LEOPOLD ENGLEITNER WAS NINE YEARS OLD, an event of historical significance for the world that initiated the First World War took place in his hometown. Moreover, although Leopold Engleitner and his contemporary Adolf Hitler, who was sixteen years his senior, grew up in the same province (Upper Austria) and shared the same cultural background and educational system, the convictions and attitudes they developed were diametrically opposed. Whereas Adolf Hitler caused untold suffering to millions as a merciless mass murderer, Leopold Engleitner devoted his life to peace, refusing to buckle even in the face of death. The ordinary farmhand found the extraordinary courage to follow his conscience. He refused to serve in Hitler's army and did not even use the Nazi greeting Heil Hitler! Suffering unspeakable cruelty in three concentration camps he grew so thin that he weighed less than sixty-two pounds. Yet nothing and no one could break his will. Astoundingly, he could easily have had his freedom: all he had to do was sign a paper renouncing his religious convictions as one of Jehovah's Witnesses, but he steadfastly refused. And he never lost his optimism. In the concentration camp, he even bought a suitcase for the journey home it seemed impossible he would ever make. His unshakable faith in God helped Engleitner to lead a full and happy life despite constant rejection, and he never lost his zest for life as he became the oldest and one of the best known male concentration camp survivors in the world. His unexpected rehabilitation was achieved thanks to an extraordinary friendship. Though already far advanced in years, he travelled more than ninety-five thousand miles across Europe and the USA, between 1999 and 2012, testifying as a witness of history to ensure the past is not forgotten; as such, he became a model of tolerance and peace. Letters written by Engleitner during his internment and believed lost for nearly sixty years were discovered; and their combination with original minutes of police and court proceedings, reports from the concentration camps, and personal accounts of traumatic childhood incidents from one hundred years ago constitutes an impressive firsthand history.