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Als Konsequenz der Covid-19-Pandemie und der damit verbundenen Schulschließungen in Deutschland fordern Expert*innen aus Wissenschaft, Bildungspolitik und Bildungsverwaltung eine verstärkte Thematisierung von demokratischer und (trans)kultureller Bildung in Schulen sowie neue Strategien zur Umsetzung von Bildung für nachhaltige Entwicklung. Der vorliegende Beitrag wendet sich der Thematik zu und diskutiert die Relevanz der Vermittlung von Aspekten der demokratischen und (trans)kulturellen Bildung sowie der Bildung für nachhaltige Entwicklung zu Zeiten der globalen Pandemie sowie ein daraus resultierendes Dilemma: die Notwendigkeit von Erziehung einerseits (Erhalt der Gesellschaft) und die Unmöglichkeit von Erziehung andererseits (freie Entfaltung einer eigenen Persönlichkeit).

Volunteering plays a central role in cultural and arts education in rural areas in Germany. However, a decrease in the number of volunteers in structurally weak regions can be observed in recent years. This poses existential challenges for cultural and arts education. The promotion of social networks and regional cooperation, as well as a sense of place, can counteract this decline. This article aims to explore how sense of place influence cooperation and thus social networks between actors of different institutions in the context of cultural and arts education in rural areas. A total of 34 interviews and egocentric network maps were conducted with different local actors (e.g., volunteers in the theatre association, mayors, etc.) in four municipalities. The data were analysed using qualitative content analysis. Our results show that, through active participation in cultural events and associations, new cooperation is created and maintained, which also expands the social network. This active participation can be positively influenced by the existing attachment to the region and cultural places.

Volunteering plays a central role in cultural and arts education in rural areas in Germany. However, a decrease in the number of volunteers in structurally weak regions can be observed in recent years. This poses existential challenges for cultural and arts education. The promotion of social networks and regional cooperation, as well as a sense of place, can counteract this decline. This article aims to explore how sense of place influence cooperation and thus social networks between actors of different institutions in the context of cultural and arts education in rural areas. A total of 34 interviews and egocentric network maps were conducted with different local actors (e.g., volunteers in the theatre association, mayors, etc.) in four municipalities. The data were analysed using qualitative content analysis. Our results show that, through active participation in cultural events and associations, new cooperation is created and maintained, which also expands the social network. This active participation can be positively influenced by the existing attachment to the region and cultural places.

(1) Background: Rural areas are characterised by a higher number of volunteers compared to urban centres in Germany. In this context, cultural and arts education is one of the largest voluntary sectors. However, an increasing decline in (cultural) volunteering can be observed. To counteract the decrease, it is important to strengthen regional cooperation and social networks, which are based on trust. The connection between trust, volunteering, and social networks has already been examined, but we still do not fully understand the emergence of trust in the link of cultural education cooperation and networks in rural areas. (2) Methods: A total of 34 semi-structured interviews in combination with egocentric network maps were conducted in four rural regions. The interview data were audio-recorded, transcribed, and analysed using qualitative content analysis. (3) Results: Four dimensions of trust-building were identified: 1. presence and spatial proximity, 2. multiplexity, 3. third party, and 4. community spirit.

Supplemental material, sj-pdf-1-ras-10.1177_00208523211022823 for Interconnected bureaucracies? Comparing online and offline networks during global climate negotiations by Alexandra Goritz, Helge Jörgens and Nina Kolleck in International Review of Administrative Sciences

Cultural education has recently been particularly emphasized as key for the promotion of equal opportunities, social cohesion and political engagement. While the relationship between political engagement and formal education has been extensively discussed, little research has been conducted on non���formal types of education, such as non���formal cultural education (NCE) in particular. However, the share of NCE programmes is becoming increasingly important as more and more formal institutions are reducing their cultural education programmes. This article examines, firstly, whether NCE actually promotes political engagement and, secondly, who effectively participates in NCE programmes. Using data from the eighth wave (2016���2017) of the German National Educational Panel Study, we implement a mediation analysis within ordered logistic regression models to disentangle the mechanisms at play. Our results indicate that NCE exerts a small but significant effect on political engagement directly and indirectly via political discussions and political interest. However, participation in NCE is strongly influenced by social strata. The advantages of NCE are therefore not evenly distributed across the German population.

Als Konsequenz der Covid-19-Pandemie und der damit verbundenen Schulschließungen in Deutschland fordern Expert*innen aus Wissenschaft, Bildungspolitik und Bildungsverwaltung eine verstärkte Thematisierung von demokratischer und (trans)kultureller Bildung in Schulen sowie neue Strategien zur Umsetzung von Bildung für nachhaltige Entwicklung. Der vorliegende Beitrag wendet sich der Thematik zu und diskutiert die Relevanz der Vermittlung von Aspekten der demokratischen und (trans)kulturellen Bildung sowie der Bildung für nachhaltige Entwicklung zu Zeiten der globalen Pandemie sowie ein daraus resultierendes Dilemma: die Notwendigkeit von Erziehung einerseits (Erhalt der Gesellschaft) und die Unmöglichkeit von Erziehung andererseits (freie Entfaltung einer eigenen Persönlichkeit)., PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung., Vol. 2 No. 6 (2020): Schulische Bildung in Zeiten der Pandemie. Befunde, Konzepte und Erfahrungen mit Blick auf Schul- und Unterrichtsorganisation, Bildungsgerechtigkeit und Lehrpraxis