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Copyright of Zeitschrift für Internationale Bildungsforschung und Entwicklungspädagogik is the property of Waxmann Verlag GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Zeitschrift für Internationale Bildungsforschung und Entwicklungspädagogik is the property of Waxmann Verlag GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Zeitschrift für Internationale Bildungsforschung und Entwicklungspädagogik is the property of Waxmann Verlag GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article outlines some of the "Literacy, Gender and Diversity (LITGENDI)" (UV-SFPIE_PIEE-2732068) project outcomes, coordinated by the University of València’s Faculty of Teacher Training (2022-24). Integrating a feminist point of view towards art into English as a Foreign Language (EFL) classrooms, this project aimed to deepen learning through critical engagement with social issues and celebrate female artistic figures, enhancing students’ critical consciousness. Implemented in a Valencian artistic baccalaureate, this multimodal approach proved to significantly boost student motivation and engagement by adopting arts from a feminist viewpoint. Despite its limited timeframe and sample size, the project showcases the impactful role of arts in fostering inclusivity and addressing gender inequality in education. It advocates for an academic shift towards transformative learning and curriculum innovation, emphasizing the importance of content selection to prepare students for global challenges. LITGENDI exemplifies art's power in revitalizing EFL multimodal education and promoting transformative student engagement.

In recent years, the discipline of religious education has been very slow to embrace approaches to religious education for sustainable development (rESD), and still lacks a manageable framework. The further development of the ESD concept in the context of transformative education is currently being discussed in pedagogical discourse. In this context, transformative learning is considered to be of great importance for shaping a socio-ecological transformation. The question is what contribution religious education can make to a socio-ecological transformation and what theoretical foundations it can draw on. The urgency of the topic is emphasised not least by the demands of the Last Generation, in which religious references certainly shine through. After a classification and an introduction to the topic of Last Generation and socio-ecological transformation, four areas of the current transformation debate are taken up hermeneutically and reflected on from a theological-ethical perspective. This is followed by a summary for religious education and the basic principles of transformative religious education. [ABSTRACT FROM AUTHOR]

Copyright of Hochschulwesen is the property of UVW UniversitaetsVerlagWebler and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Zeitschrift für Internationale Bildungsforschung und Entwicklungspädagogik is the property of Waxmann Verlag GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Zeitschrift für Internationale Bildungsforschung und Entwicklungspädagogik is the property of Waxmann Verlag GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study focused on teachers’ perception and understanding of school leadership in rural Nigeria. A qualitative research design was used. Two strategies were used; interaction (exclusion strategy) and interview (inclusion strategy). The interview instrument used was ‘open-ended’. The rural schools of Kogi State made up the study’s universe. For the purpose of the study, inclusive and exclusive criteria adopted. Based on the interview, data were gathered for qualitative analysis. The data were organized on the basis of responses. The data were systematically scrutinized and are organized based on similarity in the responses of participants. Findings revealed that his leaders are inspirational and are conscious of the goals of the individual teachers. Finding further showed that teachers have positive perception about their school leaders. The study concluded that leadership of schools in the rural areas of Kogi State is deduced satisfactory, and that majority of principals in the rural schools possess the common qualities of transformational leaders. The study recommended that stakeholders of education in Kogi State including the government should boost the principals’ leadership practices towards achieving effective teaching and quality learning in the rural schools, and that principals should adopt ‘transformational leadership practice’ in the rural schools of Kogi State.

The inter-university Summer School Didactics of Nutrition and Home Economics brings together professional expertise and promotes new approaches to the didactics of nutrition and home economics. It offers the opportunity to address a broad spectrum of transformative topics according to the specific orientation of the university locations. [ABSTRACT FROM AUTHOR]

The Green Comprehensive School Duisburg was founded in 2015 and is committed to educational justice. During the pandemic, the school has focused on holistic education and engaging with current social issues. It has also recognized the challenges of digitalization and has tried to promote discursive approaches in the digital space. The school has faced various challenges during the pandemic, such as a lack of digital equipment and the establishment of a learning platform. However, the teachers have been committed and the school management is looking forward to further collaboration. [Extracted from the article]

The study on the Education for Sustainable Development app (ESD app) of the University of Applied Sciences and Arts Northwestern Switzerland (FHNW) points out that the experiences acquired with a self-commitment have an impact on awareness, reflection, and assumption of responsibility and thus have the potential to trigger transformative learning. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Internationale Bildungsforschung und Entwicklungspädagogik is the property of Waxmann Verlag GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal for Religion in Education / Religionspädagogische Beiträge is the property of Arbeitsgemeinschaft Katholische Religionspadagogik & Katechetik (AKRK) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of GAIA: Ecological Perspectives for Science & Society is the property of Oekom Verlag GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Zeitschrift für Internationale Bildungsforschung und Entwicklungspädagogik is the property of Waxmann Verlag GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Zeitschrift für Internationale Bildungsforschung und Entwicklungspädagogik is the property of Waxmann Verlag GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal for Central European German Studies / Zeitschrift für Mitteleuropäische Germanistik is the property of Praesens Verlag and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Using the example of solidarity-based agriculture, the study outlines a decentralized, smallscale and demand-oriented economic principle of small units. Characteristics of a community-based and moderate food supply are analysed to show the perspective of a resilient regional value creation area beyond anonymous external supply and complex value creation architectures. [ABSTRACT FROM AUTHOR]

The article provides information on transformative educational processes which is used to redefine the present concept of education. It also states that concept of transformative educational processes tries to creates an understanding of education to connect socio-theoretical work and emperical research. Topics discussed includes development of educational theory, development of pedagogy and empirical research into educational processes.

Copyright of Zeitschrift für Internationale Bildungsforschung und Entwicklungspädagogik is the property of Waxmann Verlag GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A grounded action (GA) study was conducted investigating the area of adults attempting to achieve high school-level competencies. Using GLASERian grounded theory (GT) methodology, over 50 Adult Basic Education (ABE) and General Equivalency Diploma (GED) adult students were interviewed and observed within the classroom. Serving as the explanatory theory, a GT of driven succeeding emerged as the "core variable," which included the following five stages: embarking, visioning, investing, clicking, and ripening. An overview of the explanatory theory is presented along with examples of how the grounded action operational theory and intervention strategies (SIMMONS & GREGORY, 2003) were implemented in OLSON's educational practice. GA is found to be a useful tool for predicting student behavior, providing sustainable and meaningful intervention, and in providing a systemic impact on curriculum design and the facilitation and administration of adult learning. URN: urn:nbn:de:0114-fqs080193

Copyright of Discourse: Journal of Childhood & Adolescense Research / Diskurs Kindheits- und Jugendforschung is the property of Verlag Barbara Budrich GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Starting from a strictly composed, almost soloistic trumpet part, Moguillansky develops an ensemble piece that consists of two layers in functional terms, but structurally combines several transformative processes and temporal levels, some of them opposing. The work, which gives the impression of a study, presents an experimental sound world significantly characterised by its technical implications: the trumpet soloist plays on two instruments simultaneously, and the part contains complex split tones and pedal tones. The ensemble plays an accompanying role, its material derived from fragments of the solo part. [ABSTRACT FROM AUTHOR]

The article analyzes the application of the Beutelsbach Consensus principles of controversiality and multi-perspectivity in the constructivist political education of pupils. The potential consequences of the approach to generate epistemological relativism are discussed. Approaches to educational discourse on the subjects of social justice, democracy, and ecological responsibility are examined.

Copyright of Erwägen Wissen Ethik is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Grounded action is the application and extension of grounded theory for the purpose of designing and implementing practical actions such as interventions, program designs, action models, social and organizational policies, and change initiatives. Grounded action was designed by the authors to address the complexity and multi-dimensionality of organizational and social problems and issues. It extends grounded theory beyond its original purpose of generating theory that is grounded in data by providing a means of developing actions that are also grounded (systematically derived from a grounded theory). URN: urn:nbn:de:0114-fqs0303271

The article responds to Wolfgang Sander's article "Bildung und Perspektivität" earlier in this issue. The author criticizes the constructivist educational viewpoint regarding the offering of multiple perspectives for a pupil's understanding of the world. The caution is issued that confusion may occur between the validity of a naive, individual perspective and secure, objective knowledge.