20 SES 01, Session Zero: Framing and Reframing Universities and Network 20 in a Radically Changing Society; Rethinking Research Communities, Engagement and Civic Socialization
Within recent discussion about civic and political socialization there appears to be a tendency to analyze the fast expansion of non-democratic activity patterns in stable democracies (Feischmidt – Glózer – Illyés – Kasznár – Zakariás 2014; Holmes 2000; Halmai, Kalb 2011). Within this framework the paper is the final report of the Campus life project aimed to increase understanding of the roles played by universities as learning enviroments in generating new forms of communitarian engagement (http://campuslet.unideb.hu). Although some of the findings were already presented to the ECER community this paper specifically analyses forms, motivation and scenes of communities of student body at the University of Debrecen with an aim to understand the changing nature of communities (from communities of interpretation to communities of understanding) in a former collectivist country where the “rise of privacy” has fundamentally rewritten the forms of connectivity and the notion of communities (Halft, Krah 2012;Ritter 2008; Delanty 2003;Weintraub, Kumar 1997;Bauman 2000,). The public /private devide is central in higher education, however the concept of "the public sphere," is never settled and under constant strategic considerations (Williams 2016; Margison 2007). The core part of the paper is to expand the sociological imagination to think beyond the formal civic education in the higher educational sector and follow the process of institutionalization in the micro milieu of communities (Fraser 1990; Pollack, D. – Jacobs J. – Muller,O. – Pickel, G.2003). As a response to the increasing need for infrastructure parallel to the expansion of higher education 54 new institutions were established in Hungary in private – public partnership from 2003 to 2011. While many rely on macro perspectives in their account of how privatized higher educational institutions impact students’ behaviour in post-socialist countries, social scientists have rarely looked at how the seemingly irrelevant micro processes of the evolution of institutional culture add up to significant outcomes.
BAUMAN, Z. (2001). Community: Seeking Safety in an Insecure World. Cambridge: Polity Press DELANTY, G. (2003). Community. London, New York: Routledge FEISCHMIDT, M.– GLOZER, R.– ILYES, Z.– KASZNAR, V.K. and ZAKARIAS, I. (2014): Nemzet a mindennapokban – Az újnacionalizmus popularis kultúrája . Budapest: L’Harmattan HALFT, S. – KRAH, H. (2012). Privatheit. Strategien und Transformationen. Passau: Stutz HALMAI , G.– KALB, D. (2011): Headlines of Nations, Subtexts of Class; Working-Class Populism and the Rreturn of the Repressed in Neoliberal Europe. New York: Berghahn Books HOLMES,D.R. (2000). Integral Europe: Fast-Capitalism, Multiculturalism, Neofascism. Priceton: Priceton University Press LONGDEN, B.– BELANGER, C. (2013) Universities: Public Good or private profit. Journal of Higher Educational Policy and Management. 35(5),501-522. MARGISON, S. (2007). The public/private divide in higher education: A global revision. Higher Education, 53(3), 307–333. http://doi.org/10.1007/s10734-005-8230-y POLLACK, D. – JACOBS, J. – MULLER,O. – PICKEL, G. (Eds) (2003). Political Culture in PostCommunist Europe: Attitudes in New Democracies. Burlington, VT: Ashgate PATAKI, Gy. (2014). Narrative stimulating cubes: a qualitative method for analyzing the nature of democratic culture among Hungarian students, Sociological Review, 24 (4), 54-85. RITTER, M. (2008). Die Dynamik von Privatheit und Öffentlichkeit in modernen Gesellschaften. Wiesbaden : VS Verlag für Sozialwissenschaften UTASI, Á (2008). Vitalizing Relationships: The Effects of the Social Network on the Subjective Quality of Life. Budapest: ÚMK WEINTRAUB, J. – Kumar, K (Eds.) (1997). Public and Private in Thought and Practice. Perspectives on a Grand Dichotomy. Chicago, London: University of Chicago Press WILLIAMS, G. (2016). Higher Education: Public Good or Private Commodity? London Review of Education, 14(1)131-142. WODAK, R. (2014). Political Discourse Analysis: Distinguishing Frontstage and Backstage Contexts: A Discourse-Historical Approach. In Flowerdew, J. (Ed.), Discourse in Context (pp. 321–345). London, England: Bloomsbury.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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