Postcolonial pedagogy invites academic teaching staff to create situations, in which hegemonic modes of knowledge production can be critically reflected and one's own entanglement as disciplinary socialised member of (western) academia experienced. Such a postcolonial approach has been applied to a seminar in the context of cultural musicology and…

The present study is aimed at identifying demands and tasks that are considered important by experts in the field of interculturalism for the successful development of schools. Although different theoretical models about intercultural school development, incorporating various conditions and dimensions, have already been suggested, gaps in research…

Newcomers to Austria and Germany are obliged to learn German, as both of the nation states define themselves as monolingual -- although millions of citizens speak more than one language. The demand to learn the national language is promoted by the shaky promise that it is an entrance ticket to the labour market and also a sine qua non to be…

How did the undergraduate college rapidly position itself as the gateway to middle-class US employment between 1880 and 1920? This article attempts to explain one part of that process. Drawing on Weberian organisational theory, transnational intellectual history and case studies of three institutions, it identifies hierarchy as a defining aspect…

An e-mail survey of 373 faculty members at six colleges and universities in the United States, Israel, and Germany revealed that student academic dishonesty (AD) is problematic at their institutions. Professors followed institutional policy but exercised discretion in handling specific cases of AD. They also engaged in varying levels of…

Compares and contrasts the representation of World War II era Germans in English textbooks and academic histories. Finds the academic histories to be more varied and in-depth. Discusses the strategies used by the textbooks to create portrait of mindless aggression. Considers educational and policy implications. (MJP)

Reports on interviews and case studies of 124 secondary teachers about their attitudes and opinions toward professional ethics. Discusses teachers' individual professional ethics. Suggests the development of preservice and inservice programs concerning ethical awareness and the relationship of personal ethics to classroom instruction. (CFR)