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Copyright of Public Health Forum 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.)

Analyse und Reflexion von Herrschaftsverhältnissen in Sozialer Arbeit sind zunehmend mit dem Ansatz der Intersektionalität verbunden. Im Beitrag wird untersucht, inwiefern intersektionale Perspektiven mit Blick auf Handlungsmöglichkeiten konkretisiert werden können. Dabei sind Empowerment und Powersharing im Feld der (Offenen) Kinder- und Jugendarbeit ausschlaggebend. Anhand von Expert*inneninterviews mit Fachkräften sowie einer theoretischen Untersuchung werden Rahmenbedingungen und Praxen systematisiert. So lassen sich Safer Spaces und eine Kombination aus Empowerment und Powersharing als Möglichkeit verstehen, Intersektionalität zu übersetzen. Gleichzeitig werden Widersprüche einer intersektionalen Veränderungsperspektive im Zusammenhang mit der kapitalistisch-nationalstaatlichen Rahmung sowie Normalisierungsfunktion Sozialer Arbeit deutlich.

Copyright of Zeitschrift für Erziehungswissenschaft is the property of Springer Nature 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 Soziale Passagen is the property of Springer Nature 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 GENDER: Zeitschrift für Geschlecht, Kultur und Gesellschaft 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.)

Cet article explore les stratégies d’empowerment des personnages féminins dans les tragédies romaines de Corneille, en se concentrant sur Sabine d’Horace et Émilie de Cinna. En utilisant le concept d’empowerment comme cadre analytique, l’auteur examine comment ces héroïnes parviennent à s’affirmer dans un contexte patriarcal. Malgré les normes sociales restrictives, Sabine et Émilie incarnent une lutte pour l’autonomie et l’émancipation, combinant subtilement des traits de caractère en apparence contradictoires. À travers une analyse des actions et des discours de ces personnages, l’article met en lumière leurs efforts pour s’émanciper et exercer leur pouvoir. Cette étude offre ainsi un nouvel éclairage sur la représentation de la féminité et du pouvoir dans le théâtre de Corneille, tout en fournissant une compréhension approfondie des mécanismes d’empowerment utilisés par les femmes dans les pièces romaines du dramaturge. Abstract This article explores the empowerment strategies of female characters in Corneille’s Roman tragedies, focusing on Sabine in Horace and Émilie in Cinna. Using empowerment as an analytical framework, the author examines how these heroines assert themselves in a patriarchal context. Despite restrictive social norms, Sabine and Émilie embody a struggle for autonomy and emancipation, subtly combining seemingly contradictory character traits. Through an analysis of their actions and discourse, the article sheds light on their efforts to emancipate themselves and exert their power. This study thus offers a new perspective on the representation of femininity and power in Corneille’s theater, while providing an in-depth understanding of the empowerment mechanisms used by women in the playwright’s Roman plays.

The concept of recovery in the care of mentally ill individuals is now firmly established both nationally and internationally. While clinical recovery focuses on a measurable ultimate goal based on the expression of symptoms with the intention of returning individuals to a premorbid state, personal recovery implies a process of personal development. The three key pillars are salutogenesis, resilience and empowerment. Collaborating with peer support workers is essential for the authentic expansion of therapy offers in line with the principles of recovery. These individuals have their own experiences with psychiatric care, which they utilize to support individuals in their unique recovery journey. The implementation process of recovery-oriented services presents a range of challenges and requires openness and a reorientation on the part of professional treatment teams. [ABSTRACT FROM AUTHOR]

This article deals with the question of the extent to which Wolfgang Jantzen’s considerations on rehistoricising diagnostics can also be incorporated into forms of counselling (cf. Jantzen, 2018, p. 152). It is argued that peer counselling as a form of counselling and established empowerment tool (cf. Hermes, 2006, p. 74) can only develop its full effect if a person’s life story is explored in the interaction of counselling. In this context, contradictions are negotiated that arise for the intention of peer counselling when the aforementioned counselling approach and the methodology of rehistoricisation are brought together theoretically. [ABSTRACT FROM AUTHOR]

Copyright of Österreichisches Religionspädagogisches Forum (ÖRF) is the property of Osterreichisches Religionspadagogisches Forum 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 Public Health Forum 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.)

Es lässt sich feststellen, dass Modelle zu Medienkompetenzen und Medienbildung meist nur lokal begrenzt rezipiert werden. Der vorliegende Beitrag stellt deshalb insgesamt fünf Medienkompetenzmodelle aus Brasilien, Grossbritannien, Deutschland und den USA vergleichend vor. Den Modellen – das wird schnell deutlich – ist gemein, dass die Menschen befähigt werden sollen, sich Medien gemäss den eigenen Bedürfnissen sowie für kommunikative Prozesse, zunutze zu machen. Da die Befähigung in den verglichenen Modellen eine zentrale Rolle einnimmt, schien es naheliegend zu prüfen, inwiefern sich das Handlungskonzept des Empowerments auch für medienpädagogische Kontexte als Grundlage professionellen Handelns eignet.

Copyright of Zeitschrift für Gerontologie und Geriatrie is the property of Springer Nature 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.)

Tutorials werden als ein wesentliches Element der Vermittlungsarbeit betrachtet. Sie haben zum Ziel, die Informationskompetenz der Nutzer*innen zu fördern und sie in die Lage zu versetzen, sich Inhalte anhand hochwertiger audiovisueller Quellen selbstständig anzueignen. Zu diesem Zweck unterstützt das Netzwerk „Tutorials in Bibliotheken" interessierte Personen und Institutionen dabei, auch mit begrenzten Ressourcen ansprechende Tutorials zu erstellen. Das Konzept der Offenheit kann als roter Faden gesehen werden, der sich durch die verschiedenen Ebenen zieht, die in diesem Artikel beleuchtet werden: die emanzipatorische Rolle von Tutorials an sich, die konkrete Arbeit im Netzwerk sowie organisatorische und technische Aspekte. Tutorials are considered as an essential element of teaching and learning. Their aim is to promote information literacy of users and to enable them to acquire content independently using high-quality audio-visual sources. To this end, the network "Tutorials in Libraries" supports interested individuals and institutions in creating appealing tutorials even with limited resources. The concept of openness can be seen as a common thread running through the different levels highlighted in this article: the emancipatory role of tutorials per se, the practical work in the network as well as organisational and technical aspects. [ABSTRACT FROM AUTHOR]

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Copyright of Prävention und Gesundheitsförderung is the property of Springer Nature 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 Prävention und Gesundheitsförderung is the property of Springer Nature 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.)

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Participatory action research (PAR) employs co-researchers to further epistemic justice for and empowerment of subaltern people. This methodological reflection discusses how user-led PAR with disabled people challenges ableism – hegemonic notions about normate bodyminds – in knowledge production. I draw on my experiences as a disabled anthropologist and as a facilitator of Zeg het ons! PAR projects – the Dutch version of Ask me!, Zeg het ons! seeks scientific recognition and counters ableism by empowering co-researchers to deploy their experiential disability expertise in quality-of-life research. PAR may contribute to de-ableization while partly reproducing epistemic hierarchies. PAR requires experiential and theoretical knowledge on how to deploy positionalities, institutional and interactional arrangements to be successful. More attention for experiential and practical knowledge in academic outlets could help.

Copyright of Hessische Blätter für Volksbildung is the property of wbv Media GmbH & Co. KG 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.)

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Copyright of Zeitschrift für Psychodrama und Soziometrie is the property of Springer Nature 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 Prävention und Gesundheitsförderung is the property of Springer Nature 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.)

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Summary: Already since the emergence of supra-national trade, merchants and trading companies have made use of so-called Faktoren (factors) to establish and expand their business networks. The increasing differentiation of the factor activity was first taken into account by the case law and commercial expert opinions, so-called pareres, which were subsequently received and finally led to the commercial codifications by constituting their own legal figures for dependent and independent action, in particular the assistants, the power of attorney and the commission. As part of this consolidation process, the special need for protection of trade and its trust in the persons appointed by the principal, who bore the risk of having used third parties for his interests, was implemented. Long before this risk distribution led to the ALR and subsequent trade laws, this fundamental trading ethos was established and further developed by merchants and lawyers alike. Only this further training and transfer to new constellations and legal figures formed the basis for the distinction between a commercial and civil law obligation of the represented person for his representative. [ABSTRACT FROM AUTHOR]

(English abstract below!) *Die Sichtbarkeit von Frauen in der Erwachsenenbildung hängt unter anderem davon ab, welche Perspektiven und Lebenssituationen in ihren Angeboten, Inhalten und Methoden mitgedacht werden oder auch außen vor bleiben. Im Beitrag wählt die Autorin daher einen intersektionalen Zugang zu der Frage nach der (Un-)Sichtbarkeit von Frauen in der Erwachsenenbildung. Sie beschreibt die Lebenssituationen geflüchteter Frauen, welche sich häufig durch eine Verflechtung von Mehrfachdiskriminierungen wie zum Beispiel Sexismus und Rassismus auszeichnen. Anknüpfend daran hebt die Autorin am Beispiel der Initiative „Women in Exile & Friends“ hervor, wie Empowerment, Lern- und Bildungsprozesse ermöglicht werden können – und zwar durch die Sichtbarmachung intersektionaler Machtstrukturen sowie die Stärkung politischer Partizipation. Fazit: Die Erwachsenenbildung ist dazu aufgefordert, intersektional zu denken und eine entsprechende Bildungspraxis zu etablieren. Möglichkeiten dazu sind mit Initiativen/ Selbstorganisationen von Betroffenen zu arbeiten und Räume für Empowerment zu schaffen. Gleichzeitig müsste Erwachsenenbildung sich mit Blick auf die in ihren Strukturen und Ange- boten wirkenden und durch sie fortgeschriebenen Machtstrukturen kritisch selbst reflektieren. (Red.)* *** *The visibility of women in adult education depends in part on which perspectives and living situations are considered in its course offerings, content and methods and which are not. In the article, the author takes an intersectional approach to the question of the (in)visibility of women in adult education. She describes the living conditions of refugee women, which are frequently characterized by multiple, interlinked forms of discrimination such as sexism and racism. Based on the example of the “Women in Exile & Friends” initiative, the author stresses how to make empowerment, learning and educational processes possible—by revealing intersectional power structures and strengthening political participation. The author’s conclusion: Adult education is called upon to think intersectionally and to establish an appropriate educational practice. Possibilities include working with initiatives/self-organized individuals who are affected and creating spaces for empowerment. At the same time, adult education must critically reflect on its own power structures, which influence and perpetuate its structures and offerings. (Ed.)*

Diversity is often defined in terms of individual characteristics. In the following, it will be shown that a focus on the diversities of competencies (capability, knowledge, volition) could be a more constructive approach to understanding heterogeneity. Educational objectives will be used to show how teachers can recognize diversity in their schools and consistently support the empowerment of all students. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Politik is the property of Nomos Verlagsgesellschaft mbH & Co. KG 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.)

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Copyright of Public Health Forum 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.)

Diversity in the classroom among students or regarding knowledge is often perceived as being a source of conflicts and tensions. However, diverse knowledge and experiences should be addressed at school as being part of a process of empowerment and as supporting democratic values at school, both among students and teachers. Critical pedagogy and critical interculturality try to provide theoretical tools for this purpose.

Copyright of Hessische Blätter für Volksbildung is the property of wbv Media GmbH & Co. KG 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.)