@article{AlLabanRegerLucke2022,
  author    = {Al Laban, Firas and Reger, Martin and Lucke, Ulrike},
  title     = {Closing the Policy Gap in the Academic Bridge},
  series = {Education sciences},
  volume    = {12},
  journal   = {Education sciences},
  number    = {12},
  publisher = {MDPI},
  address   = {Basel},
  issn      = {2227-7102},
  doi       = {10.3390/educsci12120930},
  year      = {2022},
  abstract  = {The highly structured nature of the educational sector demands effective policy mechanisms close to the needs of the field. That is why evidence-based policy making, endorsed by the European Commission under Erasmus+ Key Action 3, aims to make an alignment between the domains of policy and practice. Against this background, this article addresses two issues: First, that there is a vertical gap in the translation of higher-level policies to local strategies and regulations. Second, that there is a horizontal gap between educational domains regarding the policy awareness of individual players. This was analyzed in quantitative and qualitative studies with domain experts from the fields of virtual mobility and teacher training. From our findings, we argue that the combination of both gaps puts the academic bridge from secondary to tertiary education at risk, including the associated knowledge proficiency levels. We discuss the role of digitalization in the academic bridge by asking the question: which value does the involved stakeholders expect from educational policies? As a theoretical basis, we rely on the model of value co-creation for and by stakeholders. We describe the used instruments along with the obtained results and proposed benefits. Moreover, we reflect on the methodology applied, and we finally derive recommendations for future academic bridge policies.},
  language  = {en}
}
@misc{Reger2015,
  type      = {Master Thesis},
  author    = {Reger, Martin},
  title     = {M{\"a}nnlichkeits- und Weiblichkeitskonstruktionen deutschsprachiger Rapper/-innen},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-342-8},
  issn      = {2363-8168},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-81630},
  school      = {Universit{\"a}t Potsdam},
  pages     = {143 S.},
  year      = {2015},
  abstract  = {Gangsta-Rap ist besonders in Deutschland stark m{\"a}nnlich dominiert und als Musikgenre kommerziell sehr erfolgreich. Er gilt als eine der wenigen Zonen bislang weitestgehend unbedrohter M{\"a}nnlichkeitsentw{\"u}rfe. Die Ende des Jahres 2011 in Erscheinung getretene Gangsta-Rapperin ­Schwesta Ewa k{\"o}nnte gerade aufgrund ihres biologischen Geschlechts die Chance nutzen, M{\"a}nnlichkeitskonzeptionen und Vorstellungen von Weiblichkeit im Gangsta-­Rap infrage zu stellen. Doch welche Konstruktionen von M{\"a}nnlichkeit und Weiblichkeit stellen M{\"a}nner und Frauen in der Praxis genau auf? Zur Beantwortung dieser Forschungsfrage werden prim{\"a}r die soziologischen Konzepte zu hegemonialer M{\"a}nnlichkeit (Connell), Habitus (Bourdieu) und m{\"a}nnlichem Geschlechts­habitus (Meuser) herangezogen. Die theoriegeleitete, fallspezifische Zuordnung und Analyse von Songtexten erfolgt durch die empirische Methode der inhaltlich strukturierenden Inhaltsanalyse. Ein Ergebnis ist, dass Schwesta Ewa eine komplexe Eigen-Weiblichkeitskonstruktion aufstellt. {\"U}ber den Vergleich mit dem untersuchten Gangsta-Rapper Kollegah wird u. a. die These von Connell und Messerschmidt empirisch nachgewiesen, wonach auch Frauen Tr{\"a}ger von Aspekten hegemonialer M{\"a}nnlichkeit sein k{\"o}nnen. Die erste Forschungsfrage untersucht vor allem die homosoziale Dimension sowie das f{\"u}r Gangsta-Rap konstitutive Moment von Eigenaufwertung und Fremdabwertung. Welche Muster von Anerkennung existieren jedoch zwischen M{\"a}nnern und Frauen? F{\"u}r diese zweite Forschungsfrage wird eine Diskursanalyse durchgef{\"u}hrt, mit der viele K{\"u}nstler/-innen und ihre Songtexte untersucht werden. Es wird ermittelt, dass Gangsta-Rap auch als Repr{\"a}sentation konservativer Geschlechterbilder zu verstehen ist. Ebenso sind Schilderungen zu allt{\"a}glich erfahrbaren sozialen Ph{\"a}nomenen wie Liebe und Freundschaft als auch zu den damit einhergehenden sozialen Rollen vorzufinden. Die Perspektive gegengeschlechtlicher Wertsch{\"a}tzung kann aber gleichzeitig ablaufende Abwertung beibehalten.},
  language  = {de}
}
@misc{AlLabanRegerLucke2022,
  author    = {Al Laban, Firas and Reger, Martin and Lucke, Ulrike},
  title     = {Closing the Policy Gap in the Academic Bridge},
  series = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Mathematisch-Naturwissenschaftliche Reihe},
  journal   = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Mathematisch-Naturwissenschaftliche Reihe},
  number    = {1310},
  issn      = {1866-8372},
  doi       = {10.25932/publishup-58357},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-583572},
  pages     = {22},
  year      = {2022},
  abstract  = {The highly structured nature of the educational sector demands effective policy mechanisms close to the needs of the field. That is why evidence-based policy making, endorsed by the European Commission under Erasmus+ Key Action 3, aims to make an alignment between the domains of policy and practice. Against this background, this article addresses two issues: First, that there is a vertical gap in the translation of higher-level policies to local strategies and regulations. Second, that there is a horizontal gap between educational domains regarding the policy awareness of individual players. This was analyzed in quantitative and qualitative studies with domain experts from the fields of virtual mobility and teacher training. From our findings, we argue that the combination of both gaps puts the academic bridge from secondary to tertiary education at risk, including the associated knowledge proficiency levels. We discuss the role of digitalization in the academic bridge by asking the question: which value does the involved stakeholders expect from educational policies? As a theoretical basis, we rely on the model of value co-creation for and by stakeholders. We describe the used instruments along with the obtained results and proposed benefits. Moreover, we reflect on the methodology applied, and we finally derive recommendations for future academic bridge policies.},
  language  = {en}
}