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Das Buch geht aus der Sicht unterschiedlicher Disziplinen, Praxis- und Forschungsprojekte der Frage nach, inwiefern sozialen Ungleichheiten durch die Gestaltung und Erforschung inklusiver Bildungsprozesse und -strukturen begegnet werden kann. Die Zusammenführung formaler, non-formaler und informeller Bildung entfaltet dabei ein Verständnis von inklusiver Bildung, das auf die Überwindung der Dominanz formaler Kontexte zugunsten der Aufwertung des stärker selbstgestaltenden und partizipativen Potenzials non-formaler und informeller Prozesse abzielt. An dieser Stelle begegnen sich Soziale Arbeit und Erziehungswissenschaft im Inklusionsdiskurs. Nicht zuletzt für deren Kooperation in der Gestaltung inklusiver Bildung soll der vorliegende Band neue Impulse geben. Der Inhalt • Theoretische Perspektiven auf Bildungsungleichheiten und Inklusion • Inklusive Bildung: Forschungs- und Praxisprojekte mit Lokalkolorit Die Zielgruppen • Bildungsforscher*innen • Studierende und Lehrende der Sozialen Arbeit, der Erziehungs- und Sozialwissenschaften • Pädagogische Professionelle aus der Sozialen Arbeit, der Schule und anderen Bildungseinrichtungen Die Herausgeber*innen Dr. Markus Ottersbach ist Professor für Soziologie an der Fakultät für Angewandte Sozialwissenschaften der Technischen Hochschule Köln. Dr. Andrea Platte ist Professorin für Bildungsdidaktik an der Fakultät für Angewandte Sozialwissenschaften der Technischen Hochschule Köln. Dr. Lisa Rosen ist Professorin für Erziehung und Bildung in der Migrationsgesellschaft der Universität Osnabrück, Fachbereich für Erziehungs- und Kulturwissenschaften.

Educational sociology . --- Education and sociology. --- Social structure. --- Social inequality. --- Social groups. --- Family. --- Emigration and immigration. --- Sociology of Education. --- Social Structure, Social Inequality. --- Sociology of Family, Youth and Aging. --- Migration. --- Equality.

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This book posits that multiple perspectives of key school staff (such as teachers, principals, school resource officers, school psychologists and counselors, nurses, and coaches) can provide a deeper understanding of bullying, which remains an immediate and pressing concern in schools today. In turn, the authors suggest how this understanding can lead to the development of more effective prevention and intervention programs. Most texts on this subject have been limited to student and teacher perspectives. By adopting a more comprehensive approach, the authors explore how to combat bullying by drawing from sorely underutilized resources. .

Bullying in schools. --- Bullying in schools --- Prevention. --- Psychology. --- Child psychology. --- School psychology. --- Educational psychology. --- Pedagogic Psychology. --- Child and School Psychology. --- Bullying. --- Bullying --- Bullyism --- Education --- Psychology, Educational --- Psychology --- Child psychology --- Psychology, School --- Psychology, Applied --- Behavior, Child --- Child behavior --- Child study --- Children --- Pediatric psychology --- Psychology, Child --- Child development --- Developmental psychology --- Child psychiatry --- Child rearing --- Educational psychology --- Behavioral sciences --- Mental philosophy --- Mind --- Science, Mental --- Human biology --- Philosophy --- Soul --- Mental health --- Aggressiveness --- Developmental psychology. --- Development (Psychology) --- Developmental psychobiology --- Life cycle, Human --- Education. --- Education, general. --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training

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This book focuses beyond the bully-victim dyad to highlight how bullying commonly unfolds within a complex system that involves many individuals interacting with one another. As the vast majority of bullying episodes occur in front of a peer audience, this book examines the ways in which bystanders can act to either fuel or deter bullying. Each chapter in this book highlights a particular participant role: bully, assistant, reinforcer, outsider, defender, and victim. Attention is also devoted to the important influence parents and teachers have on the peer ecology and bullying dynamics. By viewing bullying through the eyes of each individual role, this book provides an in-depth exploration of bullying as a group process with special attention to implications for prevention and intervention. The ultimate goal of this text is to refresh and expand our understanding of bullying as a group process by highlighting classic research while integrating new findings with attention to changing technology and the modernization of our society. It provides a unique resource that will appeal to teachers and educational psychologists in addition to researchers in the areas of psychology, public health, and education.

Child psychology. --- School psychology. --- Developmental psychology. --- Education. --- Social groups. --- Family. --- Child and School Psychology. --- Developmental Psychology. --- Education, general. --- Sociology of Family, Youth and Aging. --- Family --- Families --- Family life --- Family relationships --- Family structure --- Relationships, Family --- Structure, Family --- Social institutions --- Birth order --- Domestic relations --- Home --- Households --- Kinship --- Marriage --- Matriarchy --- Parenthood --- Patriarchy --- Association --- Group dynamics --- Groups, Social --- Associations, institutions, etc. --- Social participation --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Behavior, Child --- Child behavior --- Child study --- Pediatric psychology --- Child development --- Developmental psychology --- Development (Psychology) --- Developmental psychobiology --- Psychology --- Life cycle, Human --- Psychology, School --- Psychology, Applied --- Social aspects --- Social conditions --- Education --- Bullying in schools. --- School bullying --- Bullying --- Bullying. --- Child. --- Adolescent. --- Prevention.650 --- Psychological aspects. --- prevention & control. --- psychology. --- Adolescents --- Adolescents, Female --- Adolescents, Male --- Teenagers --- Teens --- Adolescence --- Adolescent, Female --- Adolescent, Male --- Female Adolescent --- Female Adolescents --- Male Adolescent --- Male Adolescents --- Teen --- Teenager --- Youths --- Minors --- Workplace Bullying --- Bullying, Workplace --- Bullyism --- Aggressiveness

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This open access book is designed as an international anthology on the broader subject of inclusion, education, social justice and translanguaging. Prefaced by Ofelia García, the volume unites conceptional and empirical contributions focusing on various actors within educational institutions, from early childhood to secondary education and teacher training, while offering insights into multiple European and North-American educational systems. Contents Translanguaging in Early Childhood Education Translanguaging in School Education Translanguaging from the Perspective of (Multilingual) Students, Teachers and Educators Target Groups Researchers and students in the fields of educational, social and political sciences Editors Professor Dr. Julie A. Panagiotopoulou, University of Cologne Professor Dr. Lisa Rosen, University of Cologne M.A. Jenna Strzykala, University of Cologne.

Developmental psychology --- Age group sociology --- Teaching --- Higher education --- Linguistics --- HO (hoger onderwijs) --- ontwikkeling van het kind --- talenonderwijs --- linguïstiek --- lesgeven

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