Der Band ist aus der genannten Konferenz des Network Educational Science Amsterdam (NESA) hervorgegangen, einer Kooperation von mehr als 30 europäischen und außereuropäischen erziehungswissenschaftlichen Fakultäten. Die Beiträge sollen die veränderten Anforderungen an eine europäische Bildungspolitik verdeutlichen, die sich im Spannungsfeld von Globalisierung und Individualisierung bewegt und im Rahmen der europäischen Integration den Weg zu einer interkulturellen Erziehung sucht, die einerseits kulturelle Eigenheiten berücksichtigt und respektiert, andererseits aber auch die aus Gemeinsamkeiten entstehende europäische Dimension des Bildungswesens herauszustellen und zu fördern versucht. Inhalt: Introduction: Christoph Wulf: Globalisation: Antinomies between Commonalities and Diversities (15-27). I. History and Theory of Education: Elliot Eisner: Cognition and Representation: A Way to Pursue the American Dream? (31-43); Christoph Wulf: Historical Anthropology and Educational Studies (44-56); Laura Bovone: Comparing Micro and Macro Ethics Theories: What are the Implications for Education? (57-64); Holger Daun: Globalization and the Drive for Competitiveness. Some Response Patterns Among National Education Systems in Europe (65-89); Christiane Montandon: The Paradigmatic Function of European Educational Models in French Discourse (90-108); Leendert Groenendijk / Saskia Grotenhuis / Bernhard Kruithof / Johan Sturm: Pillarization and Segmentation in the Dutch School System (109-129); Peter Tibor Nagy: State – Church Relations in a Post-communist Educational System. The Case of Hungary (130-142); Povilas Kuprys: Applying Nordic Folk High School Experience in Lithuanian Adult Ecucation (143-153); Sven Erik Nordenbo: Concepts of Freedom in Danish School Legislation (154-167); Angela Perucca: Educating the Young: From a European Perspective (168-192). II. Ethnicity: Metin Alkan: Ethnicity and Underachievement in the Netherlands. A Curricular Analysis (195-212); Yvonne Leeman: Education for the Multi-ethnic Society (213-227); Gerd Hoff: Changes in Research on Multicultural Education in Germany (228-237); Iris Köpp – in collaboration with Wilfried Lippitz: The Discourse of Strangeness and the Way it Causes Helplessness in the Field of Education (238-247); Mina O'Dowd / Paul Vedder: Assyrian Youths in a "Concentration School” in Sweden. A Case Study (248-263); Luca Queirolo Palmas / Francesco Barattini: Local Educational Policies and the Schooling of Immigrants. A Case-Analysis of Genova Schools (264-274); Karmen Trasberg: Integration of Russian-speaking Students into Estonian Society (275-282); Zoltán Vastagh: Conflicts and Co-operative Pedagogical Strategies in the Context of Multicultural Education (283-290). III. Teacher Education: Fenia Alexopoulou: The European Dimension in Initial Teacher Education: Curriculum Issues (293-305); Ken Foster: Teacher Training in Europe. Towards the 21st Century (306-326); Michael Kamoudis: Teacher Education in Europe. The Case of Pedagogical Departments in Greece (327-350); Tatjana Koke: The Importance of In-service Teacher Education during the Period of Transition (351-361); Anunciación Quintero Gallego: Problems Regarding the Directorship and Training of School Directors in Spain (362-380); Barbara Busch: Professionalization or Deregulation. A Case Study of American Teacher Education (381-391). IV. Youth Care and Special Educational Needs: Dinah Richard Mmbaga Eurén: Educational Planning for Children with Special Educational Needs in Sub-Sahara Africa (395-414); Bert van der Linden: A 'Home-Spun' Network of Special Care. Special Education Beyond the Twentieth Century (415-426); Alan Hurst: Approaching 2000: Progression and Regression in Special Education (427-438); Rita Habekothé: Integrated Early Assistance to Physically Disabled Children of 0-4 Years of Age and their Parents in the Netherlands (439-448); Nora Linden: The Rationality of Action among Participants in the Field of Special Education (449-460); Maria Pilar Sarto Martin: Special Education and Teacher Training in Spain (461-468); Carlo Catarsi: Traditional and Emerging Roles in Facing Juvenile Delinquency (469-477). V. Media Based Education: Birgitta Qvarsell: Studying Media and Information Techniques as Educological Phenomena. A New Research Field within Education (481-491); Arvid Löfberg: What Can we Learn about Communication from the Internet? (492-499); Annematt Collot d'Escury-Koenigs: The Educational Potential of Television with Young, Learning Disabled Children (500-519); Gijsbert Erkens / Jos van der Linden / Gellot Kanselaar: Computer Supported Collaborative Learning (520-525). VI. Woman and Gender Studies: Edmée Ollagnier: Respecting Women's Learning Process in Adult Education (529-542); Barbara Merrill: "I'm Doing Something for Myself": Mature Women Students in Universities (543-558); Agnieszka Bron: Graduate Women and Men Research Careers at Uppsala University: Is there any Difference? (559-574); Cecilia Almlöv: Female and Male Face Strategies. A Qualitative Study of a Research Seminar (575-586). VII. Higher Education: Luciana Benincasa: Taking Entrance Examinations to Higher Education. A Greek Case Study (589-614); Palmira Jucevicienè: New Approaches to the Development of Lithuanian Higher Education in the Context of System Developments in the Western World (615-637); Luisa Ribolzi: Old and New Inequalities in Italian Higher Education (638-656); Suchada Kornpetpanee: Internationalisation of Universities. The Causes of Difference: Fields of Study or Social Background? (657-681).