TY - RPRT A1 - Quent, Matthias A1 - Mönig, Alina A1 - Hascher, Marleen A1 - Kerst, Benjamin A1 - Osterberger, Edmund T1 - Rechtsextremismus in ökologischen Transformationsräumen (RIOET): Auswertung der quantitativen Befragung KW - FBSK_Webseite KW - Rechtsradikalismus Y1 - 2024 UR - https://web.archive.org/web/20241218151155/https://idk-lsa.de/wp-content/uploads/2024/11/Moenig-Hascher-Kerst-Osterberger-Quent-2024-RIOET_Auswertung-der-quantitativen-Befragung.pdf PB - Hochschule Magdeburg-Stendal CY - Magdeburg ER - TY - CHAP A1 - Wörsching, Mathias A1 - Häusler, Alexander ED - Virchow, Fabian ED - Hoffstadt, Anke ED - Heß, Cordelia ED - Häusler, Alexander T1 - Faschismus: Begriff, Geschichte, Forschung T2 - Handbuch Rechtsextremismus KW - FBSK_Webseite KW - Rechtsradikalismus KW - Faschismus Y1 - 2024 SN - 978-3-658-38373-2 U6 - https://doi.org/10.1007/978-3-658-38373-2_7-1 SP - 1 EP - 32 PB - Springer Nature CY - Wiesbaden ER - TY - RPRT A1 - Kerst, Benjamin A1 - Osterberger, Edmund A1 - Virchow, Fabian T1 - Rechtsextremismus in ökologischen Transformationsräumen (RIOET): Situationsanalyse aus Hessen und NRW: Ergebnisse empirischer Forschung KW - FBSK_Webseite KW - Rechtsradikalismus Y1 - 2024 UR - https://web.archive.org/web/20241114163146/https://idk-lsa.de/wp-content/uploads/2024/05/Kerst-Osterberger-Virchow-2024-%E2%80%93-RIOET_Situationsanalyse-Hessen-und-NRW.pdf PB - Hochschule Magdeburg-Stendal CY - Magdeburg ER - TY - CHAP A1 - Virchow, Fabian ED - Quent, Matthias ED - Virchow, Fabian T1 - Strategien der Machteroberung T2 - Rechtsextrem, das neue Normal? Die AfD zwischen Verbot und Machtübernahme KW - FBSK_Webseite KW - Demokratie KW - Rechtsradikalismus KW - Alternative für Deutschland Y1 - 2024 SN - 978-3-492-07317-2 SP - 28 EP - 35 PB - Piper CY - München ER - TY - BOOK ED - Virchow, Fabian ED - Hoffstadt, Anke ED - Heß, Cordelia ED - Häusler, Alexander T1 - Handbuch Rechtsextremismus KW - FBSK_Webseite KW - Rechtsradikalismus Y1 - 2024 SN - 978-3-658-38373-2 U6 - https://doi.org/10.1007/978-3-658-38373-2 PB - Springer Nature CY - Wiesbaden ER - TY - BOOK ED - Quent, Matthias ED - Virchow, Fabian T1 - Rechtsextrem, das neue Normal? Die AfD zwischen Verbot und Machtübernahme KW - FBSK_Webseite KW - Demokratie KW - Rechtsradikalismus KW - Alternative für Deutschland Y1 - 2024 SN - 978-3-492-07317-2 PB - Piper CY - München ER - TY - JOUR A1 - Virchow, Fabian T1 - Verbot der Alternative für Deutschland (AfD) JF - GWP – Gesellschaft Wirtschaft Politik KW - Alternative für Deutschland KW - Rechtsradikalismus KW - Parteiverbot KW - FBSK_Webseite Y1 - 2025 U6 - https://doi.org/10.3224/gwp.v74i4.09 SN - 0016-5875 VL - 74 IS - 4-2025 SP - 491 EP - 498 PB - Budrich ER - TY - RPRT A1 - Kostakos, Georgios A1 - Krüger, Karsten A1 - Virchow, Fabian T1 - Policy Brief: Education for Responsible Democratic Citizenship. A European Vision. Submitted Version N2 - Democracy is the cornerstone of European identity, which is complementary to national identities. In view of the challenges democracy is currently facing, at both European and national level, such as growing polarisation, increasing threats to human security and expanding digitalisation, it is important to defend and consolidate it, as a sine-qua-non element of “the European way of life”. Education for responsible democratic citizenship (RDC) or education for democracy (EfD) for short is a way of doing so. EfD strategies and tools to strengthen the democratic agency/capacity for action of citizens, the youth in particular, through transformative learning, has been the focus of the DEMOCRAT project (March 2023 to February 2026). This Policy Brief was initially drafted after the seven first months of the DEMOCRAT project but is now being finalised with the experience of two-and-a-half years of project implementation in mind. Key findings and proposed policy actions presented here include: · To safeguard democracy within the European Union, transformative education for democracy must be reinforced, also taking into account fast-moving digitalisation and fast-breached planetary boundaries. · The shift to transformative education for democracy should be based on a coherent competence framework defined in complementarity with the frameworks of citizenship competences proposed by the EU (Key Competences for Lifelong Learning) and the Council of Europe (Competences for Democratic Culture). The four key RDC competences identified by DEMOCRAT are: Solidary Participation, Deliberation, Judgement, and Democratic Resilience. · The above competence framework should be translated by EU member states and schools in different parts of Europe into a sample curriculum for responsible democratic citizenship adjusted to their education systems and societies. · Schools have to be laboratories of democratic practice on a daily basis and across subjects, not just for a few hours of civic education or education for democracy per week, and need to connect with a conducive local, regional, national, European, global and digital environment. · Students need to be aware of both their rights and responsibilities, and be guided to act on both, within their peer groups and in relation to their teachers, parents, local authorities and other relevant stakeholders. A crucial aspect of any approach to education for democracy is the competence of the teacher to create an environment in which the students can learn democracy in action and not just in words KW - FBSK_Webseite KW - Demokratische Bildung Y1 - 2025 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:hbz:due62-opus-60287 PB - DEMOCRAT ER - TY - RPRT A1 - Schmid, Andreas A1 - Virchow, Fabian A1 - Winter, Jana A1 - Bittner, Jennifer T1 - Mediator Training: 3rd German Pilot Intervention Assessment Report N2 - The DEMOCRAT Project’s work packages are built on each other. This evaluation report is the penultimate stage of the complex Education for democracy (EfD) process designed, tested, evaluated and shared for exploitation by the consortium. DEMOCRAT has outlined a European curriculum for EFD, based on a shared understanding of what democracy means, as well as a competence framework for responsible democratic citizenship (RDC). The curriculum has been piloted in a series of interventions in primary and secondary schools in the six EU member states in which DEMOCRAT has operated: Estonia, Finland, Germany, Ireland, Poland and Spain. In some countries, the testing stage also included interventions in teacher training at higher education institutes. The national activities were designed on the basis of the DEMOCRAT competence framework (included in D2.1), taking into account preliminary national reports on education inequalities and the state of the art in EfD (D3.1) in the six participating countries. The national and local work that is evaluated in the present deliverable is also based on DEMOCRAT deliverable D5.1. (Design of local pilot projects (LPPs)), as well as on subsequently developed tools (see Annexed Guides) and includes the self-assessment of the pilot participants. A final elaboration of the national pilot interventions will be done when they are compiled into the DEMOCRAT Toolbox (D6.1., under preparation). The results of the assessment of the national intervention were presented in the deliverable D5.2 and the results of the comparison of the intervention in the deliverable D5.3). It is worth noting that the various pilots/interventions, because of their limited scale and duration, are not considered as providing strictly scientific evidence about the efficiency and effectiveness of the learning approaches used in terms of RDC competence development. For the DEMOCRAT Project, the primary objective was to test and further develop the competence framework and the assessment tools, as well as to obtain insights of possible success and hindering factors for novel approaches in Education for Democracy. Pilots show that the school heads and teachers have a crucial role in education for democracy and that they can contribute significantly, as agents of research and development, as well as implementation. Here we present the results of the assessment of the German pilot interventions: Mediator Training. KW - FBSK_Webseite KW - Demokratische Bildung KW - Multiplikator (Soziologie) KW - Berufliche Fortbildung Y1 - 2026 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:hbz:due62-opus-60295 PB - DEMOCRAT ER -