Artikel

Through content analysis of policy documents, we seek to find out why the Colombian Congress established peace education (PE) as mandatory content across all educational levels in 2014 in a postwar phase, while the German Standing Conference of Ministers of Education rejected attempts to implement PE since the Cold War. Whereas the German school curriculum has maintained a strong disciplinary structure that leads to the rejection of the local version of PE developed in the Federal Republic of Germany, either as military indoctrination or critical pedagogy, Colombia’s curriculum based on classical education is now influenced by educational bstandards and citizenship education—both influences from the United States.

Zahlreiche Vorteile werden mit studienbezogenen Erfahrungen im Ausland in Verbindung gebracht, wie z. B. Beschäftigungsfähigkeit, Lohnzuwachs und Soft Skills. Daher ist das Thema der internationalen Studentenmobilität eng mit Fragen der Chancengleichheit und des Zugangs zur Hochschulbildung verbunden. Dieses Kapitel legt einen besonderen Schwerpunkt auf die Unterschiede in den Mobilitätsraten nach Geschlecht, Studienrichtung und Art der Hochschuleinrichtung. Für die Analyse der Credit-mobilen Studierenden werden die Daten von Eurostudent herangezogen, und es wird zwischen der im Rahmen von Studiengängen organisierten Mobilität und unabhängig organisierten kurzfristigen Mobilitätsphasen unterschieden.

The analysis of scientific communities and collectives are central to STS and the sociology of science. Reviewing practices, that is, practices of ordering, defining or delineating scientific fields can be understood as an often neglected, yet prevailing textual practice of community building, particularly in novel and emerging research fields, such as synthetic biology. In this article, I aim to explore the structure and content of review articles as a dedicated scholarly genre in synthetic biology, focusing on the period between 2002 and 2012.

Based on our interviews with professors and administrators at 18 universities in three countries, we discuss how SET diffused in all the studied universities and how SET was translated and edited differently according to different sets of statements. SET diffused from the US, where it was initiated by students in the 1950s and later adopted by universities in the 1970s. German and Colombian universities only imported SET later, in the 2000s, and in the German public sector it is still not mandatory for all courses. SET gains legitimacy through different discourses, for instance, the discourse on the empowerment and rights of students. SET also connects to the discourse on increasing rationality that extends to the metrification of teaching.