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the field of education, although social movements are rare, it does not mean they have never happened. Examples of social movements include: the effective school movement, which emphasized good management of schools, environment of schools and learning achievements; the open learning move- ment, which advocated the customer-oriented, flexible learning opportunities, usage of science and technology, self-learning, and development of support system. In addition, the movement for the de-schooling of society in the EXPLORATION ON MODELS OF THE LEARNING SOCIETY 113

, and exceeds what it receives«. • Emancipation from dominant norms and values and the development of per- sonal norms and values (Dubet and Martuccelli 1996), is a notion that appeared, as indicated by Martuccelli (2002), in the context of social movements related to collectives and social movements (workers and feminists), and which has gained new relevance for individuals. The idea is about becoming an actor who makes decisions based on personal moral criteria; in short, the process of becoming re- sponsible for one’s self (Hernández 2007). • The ability to

employed to ana- lyze “the social” are now losing their usefulness, particularly in light of actual contemporary “social movements.” All over the globe, there are large anti-capitalist movements afoot. In February 2002, chants of “Another World Is Possible” became the theme of pro- tests in Porto Allegre. It seems that those people struggling in the streets haven’t read about T.I.N.A., the end of grand narratives of emancipation, or the decentering of capitalism. It seems as though the struggle for basic survival and some semblance of human digni- ty in the mean streets

research into globalisation, which is concerned with develop- ments beyond the nation state level, research on transnational processes focuses on social relations, experiences, and developments that remain rooted in, but cross the borders of, nation states. Its typical areas of interest, which are also important for edu- cation studies, include migration, identity construction, knowledge transfer processes, social movements, and transnational social support systems. Experiences with Multi-Sited Ethnographies in Transnational Studies 59 elaborated in a particularly

‘ in all kinds of social settings, including families, firms, schools, social movements, and bureaucracies of all kinds.“ (Brubaker/Cooper 2000: 16) Die Klassifizierungen, die Staatsorgane und/oder Organisationen vornehmen, können zwar keine Identität schaffen, aber sie zwingen die Individuen zur Auseinandersetzung mit den von außen erfolgten Zuschreibungen (vgl. ebd.). Ich werde auf das Problem des Kategorisierens erneut im Kapitel zum methodischen Vorgehen hinweisen, wo ich die Einteilung meiner Interviewpartner in verschiedene Gruppen schildere, die deren

/4, S. 97-114. Piesche, Peggy (Hg.) (2012): Euer Schweigen schützt Euch nicht. Audre Lorde und die Schwarze Frauenbewegung in Deutschland. Berlin: Orlanda. Pogge, Thomas W. (2008): World Poverty and Human Rights. Cosmopolitan Re- sponsibilities and Reforms. Cambridge: Polity Press. Popper, Karl R. (1957): Die offene Gesellschaft und ihre Feinde [1945], Bern: Francke Verlag. Randeria, Shalini (2003): »Cunning States and Unaccountable International Insti- tutions: Legal Plurality, Social Movements and Rights of Local Communities to Common Property Ressources«, in