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This paper develops a learning model of cultural change to investigate why women's labor force participation (LFP) and attitudes toward women's work both changed dramatically. In the model, women's beliefs about the long-run payoff from working evolve endogenously via an intergenerational learning process. This process generically generates the data's S-shaped LFP curve and introduces a novel role for wage changes via their effect on the speed of intergenerational learning. The calibrated model does a good job of replicating the evolution of female LFP in the United States over the last 120 years and finds that the new role for wages was quantitatively significant.

This article provides an overview of the evolving agenda surrounding the fourth Sustainable Development Goal (SDG 4), dedicated to education. The authors examine the transformation of its guiding principles via the introduction of new priorities, benchmarks and modes of governance. Drawing on theoretical and methodological insights from political sociology of global education, and employing a combination of ethnographic methods, they highlight key moments which illustrate the dynamic nature of global coordination efforts for SDG 4. The article examines the reform process of the Global Education Cooperation Mechanism (GCM), alongside the adoption of a renewed thematic agenda, ranging from the Global Education Meetings in 2020 and 2021 to the Transforming Education Summit in 2022. Their findings underscore the predominant influence of multilateral agencies and donors over Member States, driven by a preference for a multistakeholder approach and a pragmatic vision of education. Key trends identified include a focus on basic learning, digital literacy and education financing, highlighting the current trajectory of global education governance.

We consider the extent to which temporal shifts have been responsible for an increased tendency for females to sort into traditionally male roles over time, versus childhood factors. Drawing on three cohort studies, which follow individuals born in the UK in 1958, 1970 and 2000, we compare the shift in the tendency of females in these cohorts to sort into traditionally male roles compared to males, to the combined effect of a large set of childhood variables. For all three cohorts, we find strong evidence of sorting along gendered lines, which has decreased over time, yet there is no erosion of the gender gap in the tendency to sort into occupations with the highest share of males. Within the cohort, we find little evidence that childhood variables change the tendency for females of either the average or highest ability to sort substantively differently. Our work is highly suggestive that temporal shifts are what matter in determining the differential gendered sorting patterns we have seen over the last number of decades, and also those that remain today. These temporal changes include attitudinal changes, technology advances, policy changes and economic shifts.

Generally, concepts of progressive education emphasize the connection between reform and education to describe their own tradition as well as current educational challenges the academic community and the public are facing today. This volume introduces five clearly distinguishable approaches through which the theoretical and practical potential of combining reform and education can be grasped. First, one can ask how education is inherently structured, drawing on the distinction between \"reform\" and \"non-reform\". Second, one can ask how the \"reform\" motif has been used to link education to cultural change throughout time. Third, reform(ing) education can be understood as the answer to modernization processes in the wake of the Enlightenment and its manifold manifestations and debates. Fourth, reform(ing) education proves to be a \"classical\" response to industrialized modernity in the first third of the twentieth century - and even beyond. Fifth, this introductory text leads to reflections on reform(ing) education as a challenge for today's educational thought.

The First Edition of this contemporary classic can claim to have put ′consumer culture′ on the map, certainly in relation to postmodernism. Updated throughout, this expanded new edition includes a fully revised preface that explores the developments in consumer culture since the First Edition. Among the most noteworthy areas discussed are the effect of global warming on consumption, the rise of the new rich, changes in the North/South divide and the new diversity of consumer culture. The result is a book that shakes the boundaries of debate, from one of the foremost writers on culture and postmodernism of the present day.

Widely recognized by contemporaries as the most powerful theologian of his generation, Jean Gerson (1363-1429) dominated the stage of western Europe during a time of plague, fratricidal war, and religious schism. Yet modern scholarship has struggled to define Gerson's place in history, even as it searches for a compelling narrative to tell the story of his era.Daniel Hobbins argues for a new understanding of Gerson as a man of letters actively managing the publication of his works in a period of rapid expansion in written culture. More broadly, Hobbins casts Gerson as a mirror of the complex cultural and intellectual shifts of the fourteenth and fifteenth centuries. In contrast to earlier theologians, Gerson took a more humanist approach to reading and to authorship. He distributed his works, both Latin and French, to a more diverse medieval public. And he succeeded in reaching a truly international audience of readers within his lifetime. Through such efforts, Gerson effectively embodies the aspirations of a generation of writers and intellectuals. Removed from the narrow confines of late scholastic theology and placed into a broad interdisciplinary context, his writings open a window onto the fascinating landscape of fifteenth-century Europe.The picture of late medieval culture that emerges from this study offers neither a specter of decaying scholasticism nor a triumphalist narrative of budding humanism and reform. Instead, Hobbins describes a period of creative and dynamic growth, when new attitudes toward writing and debate demanded and eventually produced new technologies of the written word.

At times of crisis and revolution such as ours, diagnoses of crucial junctures and ruptures – 'turning points' – in the continuous flow of history are more prevalent than ever. Analysing literary, cinematic and other narratives, the volume seeks to understand the meanings conveyed by different concepts of turning points, the alternative concepts to which they are opposed when used to explain historical change, and those contexts in which they are unmasked as false and over-simplifying constructions. Literature and film in particular stress the importance of turning points as a sensemaking device (as part of a character's or a community's cultural memory), while at the same time unfolding the constructive and hence relative character of turning points. Offering complex reflections on the notion of turning points, literary and filmic narratives are thus of particular interest to the present volume.

\"The paper focuses on the conception of adulthood in post-communist Estonia, a society that has undergone vast structural, institutional and cultural changes. To this end, 179 essays written by high school graduates in five Estonian schools are analyzed.1 It is argued that the conceptualisation of adulthood is contextual and young people position and conceptualise themselves in the framework of these changes. Youth in Estonia, like their peers in Western Countries, stress intangible features (such as responsibility, mental maturity, social maturity, freedom) along with measurable transitions (employment, marriage, parenthood) when conceptualising adulthood. However, the meanings behind the concepts differ and are valued differently among respondents. This paper aims to provide a glance into what meanings are given to these perceptions. The most prevalent themes picked up by respondents were institutional transitions, responsibility and social maturity. Such prevalence is plausible, since these features in the transition to adulthood have changed the most in recent decades: the institutional context has changed and measurable transitions have prolonged; the level of individual responsibility in transitions has grown and the society has transformed.\" (author's abstract).

This paper takes a rhetorical question posed by Ernest Gellner and reframes it to ask whether a sense of national identity can be forged through everyday acts of consumption – in particular, that of food and drink. The article finds value in Benedict Anderson’s conception of the nation as an imagined community, but argues that it makes little sense to privilege the printed word over other forms of consumption. The article goes on to suggest that there have been significant convergences at the level of consumption, but that not all of this has led to reflection about what it means to be a member of the nation. Some lessons are drawn from literatures about music and dress, following which the attention turns to alcoholic drinks and everyday foodstuffs. The history of the consumption of beer and wine in South Africa is used as a case study for convergence in a least likely scenario. The discussion on food observes that while cuisine is not a matter of debate in many African countries, in some countries, like Ethiopia and Senegal, it is taken very seriously indeed. In South Africa, there are ongoing efforts to posit food preferences as something distinctively South African. Although the braai is often discussed in a lighthearted manner, the promotion of a sense of awareness about what all South Africans share in terms of eating habits also has a more serious side to it. Ausgangspunkt des Beitrags ist eine abgewandelte rhetorische Frage von Ernest Gellner. Gefragt wird, ob alltägliche Akte des Konsums, insbesondere Ess- und Trinkgewohnheiten, zur Identifikation mit der eigenen Nation beitragen. Der Beitrag hält Benedict Andersons Konzeption der Nation als Imagined Community für hilfreich, argumentiert aber, dass es wenig Sinn macht, das gedruckte Wort gegenüber anderen Konsumbereichen besonders hervorzuheben. Der Autor beobachtet im Hinblick auf Konsumgewohnheiten signifikante Konvergenzen, die allerdings nicht immer zur Reflexion über nationale Zusammengehörigkeit führen. Er stellt Beiträge zu Musik und Kleidung vor und wendet sich dann der Bedeutung des Konsums alkoholischer Getränke und alltäglicher Nahrungsmittel zu. Mit einer kursorischen Geschichte des Bier- und Weinkonsums in Südafrika greift er einen auf den ersten Blick besonders unwahrscheinlichen Fall von Konvergenz auf. Die nationale Küche ist in afrikanischen Staaten zumeist kein Gegenstand von Debatten, wird in Ländern wie Äthiopien und Senegal allerdings sehr ernst genommen. Auch in Südafrika gibt es Bemühungen, die Bevorzugung bestimmter Lebensmittel als spezifisch südafrikanisch darzustellen; und auch wenn über die in Südafrika gebräuchliche Variante des Grillens (braai) oft eher scherzhaft gesprochen wird, hat doch die Förderung des Bewusstseins, welche Essgewohnheiten alle Südafrikaner miteinander teilen, auch eine ernstere Seite.