Skip to main content
SpringerLink
Log in

Mapping Out the Transnational Educational Space Between Germany and Turkey

  • Chapter
  • First Online:
Bildung in transnationalen Räumen

Abstract

Paolo Freire, with his pedagogy of the oppressed, is a legend in the field of education and beyond. The renowned Brazil reformer favored education as a social practice of freedom and as a means of enabling younger generations to critically and creatively deal with reality in order to take an active part in the transformation of the world. Agency has remained, and needs to be cherished, as an important educational objective—especially in times of deep social divisions and growing tensions—a tendency clearly perceptible even in societies which consider themselves to be democratic and pluralistic. This volume deals with the potentials and challenges of educational institutions in a rapidly transforming world—not only international—but increasingly in densely interwoven webs of transnational relations. In the following essays, we will be exploring in depth the German-Turkish transnational space, which has expanded remarkably in the past couple of decades.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 49.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 59.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Notes

  1. 1.

    For the details of the education system in Turkey, please see http://www.meb.gov.tr/english/indexeng.htm; http://www.yok.gov.tr/en as well as http://oecd.org/edu/EDUCATION%20POLICY%20OUTLOOK%20TURKEY_EN.pdf.http:// Besides normal high schools (lise) that provide four years of secondary education after eight years of primary and middle school education, there are some public and private high schools with a special language profile. These high schools provide one year of intense foreign language study followed by three or four years of regular high school education with additional hours for foreign language instruction. The medium of instruction at these schools is mostly English but may also be French or German (see Ressmeyer as well as Tapan and Hatipoğlu in this volume). The language of instruction at state universities is mostly Turkish; however, some state universities are English-, German-, or French-medium. Most foundation universities are English-medium

  2. 2.

    The German school system is traditionally a selective system of three tiers after four years (in some federal states six) of primary education. Secondary schools are called Hauptschule (vocational school), Realschule (middle school) or Gymnasium (grammar school) complemented by Gesamtschulen (comprehensive schools). Higher education starts after 12 or 13 key stages. A basic outline of the German education system can be found at http://www.eduserver.de/zeigen_e.html?seite=4112; a more detailed account is provided by the KMK at http://www.kmk.org/information-in-english/the-education-system-in-the-federal-republic-of-germany.html. German is generally used as the language of instruction in all state schools, although foreign languages hold a high status within the curriculum. The portfolio of foreign languages taught traditionally comprises of English and the large national European languages. Bilingual approaches to teaching content subjects, also known as Content and Language integrated Learning (CLIL), have been employed since the 1960s mostly at grammar schools but have become very popular in the past two decades also in other school forms. French had initially been the language of instruction in CLIL schools, but nowadays English is far more common as a CLIL language, with very occasional regional variations along the borders, where languages like Danish or Polish can be found in schools. The medium of instruction in German universities is mostly German. However, degree courses in English have become increasingly popular since the Bologna process was approved in the 1990s. For more information, see http://www.hrk.de/activities/bologna-process/.

  3. 3.

    Cf. the numbers provided by the Goethe-Institute: http://www.goethe.de/ges/spa/prj/sog/mud/de4289336.htm.

  4. 4.

    “Languages are powerful tools for change and have ceased to be only national symbols” (Küppers and Yağmur 2014, p. 5) and as through technical advancements and increasing mobility languages are transcending borders and are easily accessible for anyone without the help of schools and teachers, defining languages by adhering labels to them has become increasingly difficult. Any language can be an immigrant language in any place in the world—if it is brought to a new country of residence through migration. Hence depending on the perspective, these languages are also often referred to as “minority languages” or “minority immigrant languages” or in the context of schooling also “heritage languages” or “mother tongue languages” and lately also even “foreign languages”. In the context of this volume we will stick to the term “immigrant languages” nonetheless as it points to the historical implications in the context of migration.

  5. 5.

    Compounds composing of ‘transnational’ plus other terms are not easily defined and often not clear-cut, as the term transnational is also used interchangeably in the sense of international or global (see part 1 of this article). However, and in line with Adick (2005, p. 247 ff.), there seems to be a common understanding that “transnational convergence” comprises of developments of harmonization and convergence between educational systems of nation states, in particular their state school systems.

  6. 6.

    ‘Transnational education’ is often used in the context of higher education and refers to university courses, programs, and services “in which the learners are located in a country different from the one where the awarding institution is based. Such programmes may belong to the educational system of a state different from the state in which it operates, or may operate independently of any national system” (Adam 2001 as quoted in Adick 2005, p. 250). For a detailed account see also http://www.eaie.org/blog/key-elements-transnational-education-tne/Adick, however, argues quite rightly that the usage of the term should not be limited to the field of higher education and points to developments in the field of schooling where, for instance, a provider like the Foundation Office of the International Baccalaureate (IB) in Geneva offers a trans-national qualification for international schools, cf. http://www.ibo.org/en/contact-the-ib/office-locations/ib-foundation-office-geneva/.

  7. 7.

    In accordance with Faist et al. (2011) we do not use the term transnationalism but the terms transnationality and transnationalization in order to underline the procedural nature of this phenomena.

  8. 8.

    We revised the table according to the terminology used in our contribution.

  9. 9.

    For these numbers see: T.C. Basbakanlık Hazine Müsteşarlığı (2010). Uluslararası Doğrudan Yatırımlar 2009 Yılı Raporu. Ankara, T.C. Basbakanlık Hazine Müsteşarlığı and http://betadergi.com/uploads/pdf/cilt-1-sayi-2-2013-c01-s02-m02.pdf.

  10. 10.

    http://www.td-ihk.de/home.

  11. 11.

    http://www.dtr-ihk.de/.

  12. 12.

    The IB can, in fact, also be taught in French and Spanish—but is predominantly taught in English, cf. http://www.ibo.org/.

  13. 13.

    For details see: http://europa.eu/rapid/press-release_MEMO-13-825_en.htm accessed Jan. 13, 2015. Ideally EU citizens speak three languages, a mother tongue and two other (foreign) languages—communicated by the popular formula 1 + 2.

  14. 14.

    This is only one possibility of a few scenarios how families deal with multilingualism. Some other families—especially those of the 2nd or 3rd generation may also use Turkish and German at home and some may speak Kurdish and German.

  15. 15.

    It is important to note that the school has been undergoing important changes in the recent past and a number of promising initiatives are underway. The school management changed in the summer of 2014 and there have been personnel changes in the Board of Governors.

References

  • Abadan-Unat, N. (1994). Vom Gastarbeiter zum Pendler: 30 Jahre Auswanderung aus der Türkei. In Jahrbuch für Vergleichende Sozialforschung 1991 (pp. 79–107). Berlin: Parabolis.

    Google Scholar 

  • Adick, C. (2005). Transnationalisierung als Herausforderung für die International und Interkulturell Vergleichende Erziehungswissenschaft. Tertium Comparationis, 11(2), 243–269.

    Google Scholar 

  • Akgünüz, A. (2008). Labour migration from Turkey to Western Europe, 1960–1974. Aldershot: Ashgate.

    Google Scholar 

  • Argun, B. E. (2003). Turkey in Germany. The Transnational Sphere of Deutschkei. New York: Routledge.

    Google Scholar 

  • Babka von Gostomski, C. (2008). Türkische, griechische, italienische und polnische Personen sowie Personen aus den Nachfolgestaaten des ehemaligen Jugoslawien in Deutschland. Nürnberg: Bundesamt für Migration und Flüchtlinge (Working Paper 11).

    Google Scholar 

  • BAMF (Bundesamt für Migration und Flüchtlinge). (2013). Migrationsbericht 2011. https://www.bamf.de/SharedDocs/Anlagen/DE/Publikationen/Migrationsberichte/migrationsbericht-2011. Accessed 1 June 2015.

  • Barz, H., Cerci, M., & Demir, Z. (2013). Bildung, Milieu und Migration. Kurzfassung der Zwischenergebnisse. Stiftung Mercator. http://stiftung-mercator.de/themencluster/integration/studie-bildung-milieu-migration.html. Accessed 16 March 2014.

  • Bauböck, R. (1994). Transnational citizenship. Vermont: Edward Elgar.

    Google Scholar 

  • Bauman, Z. (2007). Liquid times. Living in an age of uncertainty. Cambridge: Polity Press.

    Google Scholar 

  • Baykara-Krumme, H., & Nauck, B. (2011). Familienmigration und neue Migrationsformen. Die Mehrgenerationenstudie “LineUp”. In A. Eryılmaz & C. Lissner (Eds.), Geteilte Heimat. 50 Jahre Migration aus der Türkei (pp. 136–146). Essen: Klartext Verlag.

    Google Scholar 

  • Bourdieu, P. (1983). Ökonomisches Kapital, kulturelles Kapital, soziales Kapital. In R. Kreckel (Ed.), Soziale Ungleichheiten. Soziale Welt (Sonderband 2) (pp. 183–198). Göttingen: Schwartz.

    Google Scholar 

  • Bourne, R. (1916). Trans-national America. Atlantic Monthly, 118, 86–97.

    Google Scholar 

  • Cummins, J. (2000). Language, power and pedagogy. Bilingual children in the crossfire. Clevedon: Multilingual Matters.

    Google Scholar 

  • Cummins, J. (2013). Immigrant students’ academic achievement: Understanding the intersection between research, theory and policy. In I. Gogolin, I. Lange, U. Michel, & H. H. Reich (Eds.), Herausforderung Bildungssprach—und wie man sie meistert (pp. 19–41). Münster: Waxmann.

    Google Scholar 

  • Erbaş, S. (1997). EU-Bürger in der Türkei: Stand und Perspektiven. Unter besonderer Berücksichtigung der Situation der deutschen Staatsbürger. In Konrad Adenauer Stiftung (Eds.), XII. Journalistenseminar. Probleme von Ausländern in Deutschland und in der Türkei und die Rolle der Medien (pp. 72–98). Istanbul: KAS.

    Google Scholar 

  • Faist, T. (1999). Developing transnational social spaces: The Turkish-German example. In L. Pries (Ed.), Migration and transnational social spaces (pp. 36–69). Aldershot: Ashgate.

    Google Scholar 

  • Faist, T. (2000). Grenzen überschreiten. Das Konzept Transstaatliche Räume und seine Anwendungen. In T. Faist (Ed.), Transstaatliche Räume: Politik, Wirtschaft und Kultur in und zwischen Deutschland und der Türkei (pp. 9–56). Bielefeld: Transcript Verlag.

    Google Scholar 

  • Faist, T., Fauser, M., & Reisenauer, E. (2011). Perspektiven der Migrationsforschung: Vom Transnationalismus zur Transnationalität. Soziale Welt, 62, 201–208.

    Google Scholar 

  • Faist, T., Fauser, M., & Reisenauer, E. (Eds.). (2013). Transnational migration. Cambridge: Polity Press.

    Google Scholar 

  • Fauser, M., & Reisenauer, E. (2013). Diversität und Dynamik transnationaler persönlicher Beziehungen türkischer MigrantInnen in Deutschland. In B. Pusch (Ed.), Transnationale Migration am Beispiel Deutschland und Türkei (pp. 171–185). Würzburg: Springer VS.

    Chapter  Google Scholar 

  • Freire, P., & Macedo, D. (1996). A dialogue: Culture, language and race. In P. Leistyna, A. Woodrum, & S. A. Sherblom (Eds.), Breaking free: The transformative power of critical pedagogy (pp. 199–228). Cambridge: Harvard. Education Review.

    Google Scholar 

  • Fürstenau, S. (2005). Migrants’ resources: Multilingualism and transnational mobility. A study on learning paths and school to job transition of young Portuguese migrants. European Educational Research Journal, 4(4), 369–381.

    Article  Google Scholar 

  • Fürstenau, S. (2008). Transnationalität und Bildung. In H. G. Homfeldt, W. Schröer, & C. Schweppe (Eds.), Soziale Arbeit und Transnationalität (pp. 203–218). Weinheim: Juventa.

    Google Scholar 

  • Gerdes, J., Reisenauer, E., & Sert, D. (2012). Varying transnational and multicultural activities in the Turkish-German migration context. In P. Pitkänen, A. Içduygu, & D. Sert (Eds.), Migration and transformation. Multi-level analysis of migrant transnationalism (pp. 103–157). Dordrecht: Springer.

    Google Scholar 

  • Gerhard, J., & Hans, S. (2013). Transnational human capital, education, and social equality. Analyses of international student exchange. Zeitschrift für Soziologie, 52(2), 99–117.

    Google Scholar 

  • Gitmez, A. (1991). Migration without development: The case of Turkey. In D. G. Papademetriou & P. L. Martin (Eds.), The unsettled relationship: Labor migration and economic development (pp. 115–134). New York: Greenwood Press.

    Google Scholar 

  • Glick Schiller, N., Basch, L., & Szanton-Blanc, C. (1992). Transnationalism: A new analytic framework for understanding migration: A new analytic framework. Annals of the New York Academy of Sciences, 645, 1–24.

    Article  Google Scholar 

  • Glick Schiller, N., Basch, L., & Szanton-Blanc, C. (1997). From immigrant to transmigrant: Theorizing transnational migration. In L. Pries (Ed.), Transnationale Migration. Soziale Welt (Sonderband 12) (pp. 121–140). Baden-Baden: NOMOS Verlagsgesellschaft.

    Google Scholar 

  • Gogolin, I. (1994). Der monolinguale Habitus der multilingualen Schule. Münster: Waxmann.

    Google Scholar 

  • Halm, D., & Thränhardt, D. (2009). Der Transnationale Raum Deutschland-Türkei. APuZ, 39–40, 33–38.

    Google Scholar 

  • Kaiser, B. (2004). German migrants in Turkey: The ‘Other Side’ of the Turkish-German transnational space. In T. Faist & E. Özveren (Eds.), Transnational social spaces. Agents, networks and institutions (pp. 91–110). Aldershot: Ashgate.

    Google Scholar 

  • Kaiser, B. (2012). 50 years and beyond: The “mirror” of migration—German citizens in Turkey. Perceptions—Journal of International Affairs, 17(2), 113–124.

    Google Scholar 

  • Kaya, A., & Adaman, F. (2011). The impact of Turkish-origin returnees/transmigrants on Turkish society. In Ş. Ozil, M. Hoffmann, & Y. Dayıoğlu (Eds.), 50 Jahre türkische Arbeitsmigration (pp. 37–57). Göttingen: V & R Unipress.

    Google Scholar 

  • KMK (Kultusministerkonferenz). (2013). Beschluss Interkulturelle Bildung und Erziehung in der Schule. KMK. http://www.kmk.org/fileadmin/veroeffentlichungen_beschluesse/1996/1996_10_25-Interkulturelle-Bildung.pdf. Accessed 14 May 2014.

  • Kramsch, C. (2013). Afterword. In B. Norton (Ed.), Identity and language learning. Extending the conversation (pp. 192–201). Bristol: Multilingual Matters.

    Google Scholar 

  • Krumme, H. (2004). Fortwährende Remigration: Das transnationale Pendeln türkischer Arbeitsmigrantinnen und Arbeitsmigranten im Ruhestand. Zeitschrift für Soziologie, 33, 138–153.

    Google Scholar 

  • Küppers, A., & Yağmur, K. (2014). Why multilingual matters. Alternative Change Agents in Language Education Policy. IPC Focus-Report. Istanbul Policy Center. http://ipc.sabanciuniv.edu/wp-content/uploads/2014/07/14580_IPMAlmutRaporWEB.07.07.14REV1.pdf. Accessed 30 Jan 2015.

  • Küppers, A., Schroeder, C., & Gülbeyaz, E. I. (2014). Languages in transition. Turkish in formal education in Germany. Analysis and perspectives. Istanbul Policy Center. http://ipc.sabanciuniv.edu/en/publication/languages-in-transition-turkish-in-formal-education-in-germany-analysis-and-perspectives/. Accessed 30 Jan 2015.

  • Küppers, A., & Bozdağ, Ç. (2014). Doing diversity in education through multilingualism, mobility and media. Istanbul: Istanbul Policy Center (im Erscheinen).

    Google Scholar 

  • Macedo, D. (2000). Chomsky on MisEducation. Oxford: Rowman & Littlefield Publishers, Inc.

    Google Scholar 

  • Morris-Lange, S., Wendt, H., & Wohlfahrt, C. (2013). Segregation an deutschen Schulen. Außmaß, Folgen und Handlungsempfehlungen für bessere Bildungschancen. Berlin: Sachverständigenrat deutscher Stiftungen für Integration und Migration.

    Google Scholar 

  • Niedrig, H. (2011). Unterrichtsmodelle von Schülerinnen und Schüler aus sprachlichen Minderheiten. In S. Fürstenau & M. Gomolla (Eds.), Migration und schulischer Wandel: Mehrsprachigkeit (pp. 89–106). Wiesbaden: VS Verlag für Sozialwissenschaften.

    Chapter  Google Scholar 

  • Nohl, A.-M., Schittenhelm, K., Schmidtke, O., & Weiß, A. (2010). Kulturelles Kapital in der Migration: Hochqualifizierte Einwanderer und Einwanderinnen auf dem Arbeitsmarkt. Wiesbaden: VS Verlag für Sozialwissenschaften.

    Book  Google Scholar 

  • Nohl, A.-M., Schittenhelm, K., Schmidtke, O., & Weiß, A. (2011). Göç ve Sermaye. Türkiye, Almanya, Kanada ve Büyük Britanya’da Yüksek Vasıflı Göçmenler. Istanbul: Kitap Yayınevi.

    Google Scholar 

  • Ostergaard-Nielsen, E. (2003). Transnational politics. Turkey and Kurds in Germany. New York: Routledge.

    Google Scholar 

  • Pries, L. (2007). Transnationalism: Trendy catch-all or specific research programme? A proposal for transnational organisation studies as a micro-macro-link. Bielefeld: COMCAD Arbeitspapiere—Working Papers (34).

    Google Scholar 

  • Pries, L. (2008). Die Transnationalisierung der sozialen Welt. Sozialräume jenseits von Nationalgesellschaften. Frankfurt a. M.: Suhrkamp.

    Google Scholar 

  • Pries, L. (2010). Transnationalisierung. Theorie und Empirie grenzüberschreitender Vergesellschaftung. Wiesbaden: VS Verlag für Sozialwissenschaften.

    Google Scholar 

  • Pusch, B. (2010). Zur Verwertung ausländischen Wissens und Könnens auf dem türkischen Arbeitsmarkt. In A.-M. Nohl, K. Schittenhelm, O. Schmidtke, & A. Weiß (Eds.), Kulturelles Kapital in der Migration: Hochqualifizierte Einwanderer und Einwanderinnen auf dem Arbeitsmarkt (pp. 83–94). Wiesbaden: VS Verlag für Sozialwissenschaften.

    Chapter  Google Scholar 

  • Pusch, B. (2011a). Gesellschaftlicher Wandel und die Deutsche Schule Istanbul. In A.-M. Nohl & B. Pusch (Eds.), Bildung und gesellschaftlicher Wandel. Historische und aktuelle Aspekte (pp. 225–239). Würzburg: Ergon Verlag Istanbuler Texte und Studien 26.

    Google Scholar 

  • Pusch, B. (2011b). Yabancı Ülkelerde edinilmiş Bilgi ve Becerilerin Türkiye İşgücü Piyasasında Değerlendirilmesi. In A.-M. Nohl, K. Schittenhelm, O. Schmidtke, & A. Weiß (Hrsg.), Göç ve Sermaye. Türkiye, Almanya, Kanada ve Büyük Britanya’da Yüksek Vasıflı Göçmenler (pp. 118–113). Istanbul: Kitap Yayınevi.

    Google Scholar 

  • Pusch, B. (2013). Transnationale Migration am Beispiel Deutschland und Türkei. Wiesbaden: Springer VS.

    Book  Google Scholar 

  • Pusch, B., & Aydın, Y. (2012). Migration of highly qualified German citizens with Turkish background from Germany to Turkey: Socio-political factors and individual motives. International Journal of Business & Globalisation. Special Issue: Understanding the Careers of Skilled Immigrants in the Middle East, 8(4), 471–490.

    Article  Google Scholar 

  • Pusch, B., & Splitt, J. (2013). Binding the Almancı to the “Homeland”—Notes from Turkey. Perceptions—Journal of International Affaires, 18(3), 129–166.

    Google Scholar 

  • Rittersberger-Tılıç, H. (1998). Vom Gastarbeiter zum Deutschler. Die Rückkehrgemeinschaft in einer türkischen Kleinstadt. Potsdam: Verlag für Berlin-Brandenburg.

    Google Scholar 

  • Sandel, M. (2013). What money can’t buy. The moral limits of markets. London: Penguin Books.

    Google Scholar 

  • Schiffauer, W. (2006). Migration and religion. Art and Thought, 83, 29–34.

    Google Scholar 

  • Sievers, I., Griese, H., & Schulte, R. (2010). Bildungserfolgreiche Transmigranten. Eine Studie über deutsch-türkische Migrationsbiographien. Frankfurt a. M.: Brandes & Apsel.

    Google Scholar 

  • Smith, M. P., & Guarnizo, L. E. (1998). Transnationalism from below. New Brunswick: Transaction Publishers.

    Google Scholar 

  • Sökefeld, M. (2008). Aleviten in Deutschland: Identitätsprozesse in der Diaspora. Bielefeld: Transkript Verlag.

    Book  Google Scholar 

  • Splitt, J. (2013). Offshoring and Migration: Transnationale Biographien deutsch-türkischer Callcenter-Agents in Istanbul. In B. Pusch (Ed.), Transnationale Migration am Beispiel Deutschland und Türkei (pp. 253–263). Würzburg: Springer VS.

    Chapter  Google Scholar 

  • T.C. Basbakanlık Hazine Müsteşarlığı. (2010). Uluslararası Doğrudan Yatırımlar 2009 Yılı Raporu. Ankara: T.C. Basbakanlık Hazine Müsteşarlığı.

    Google Scholar 

  • Waldron, J. (1996). Multiculturalism and Melange. In R. K. Fullinwider (Ed.), Public education in a multicultural society: Policy, theory, critique (pp. 90–120). Cambridge: Cambridge University Press.

    Chapter  Google Scholar 

  • Yağmur, K. (2015). Dealing with super-diversity in Education. The deep gap between European discourse and language practice at schools in European nation-states. In Ç. Bozdağ & A. Küppers & Ç. Bozdağ (Eds.), Doing diversity in education through multilingualism, mobility and media. Istanbul: Istanbul Policy Center (in print).

    Google Scholar 

Websites

Download references

Author information

Authors and Affiliations

  1. Goethe-Universität Frankfurt, Deutschland, und Istanbul Policy Center, Istanbul, Türkei

    Almut Küppers

  2. Orient-Institut Istanbul und Mercator-IPC Fellow, Istanbul, Türkei

    Barbara Pusch

  3. Istanbul Bilgi Üniversitesi, Istanbul, Türkei

    Pınar Uyan-Semerci

Authors
  1. Almut Küppers
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Barbara Pusch
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Pınar Uyan-Semerci
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Almut Küppers .

Editor information

Editors and Affiliations

  1. Sabanci-Universität, Istanbul, Turkey

    Almut Küppers

  2. Orient-Institut Istanbul, Istanbul, Turkey

    Barbara Pusch

  3. Istanbul Bilgi Universität, Istanbul, Turkey

    Pinar Uyan Semerci

Rights and permissions

Reprints and permissions

Copyright information

© 2016 Springer Fachmedien Wiesbaden

About this chapter

Cite this chapter

Küppers, A., Pusch, B., Uyan-Semerci, P. (2016). Mapping Out the Transnational Educational Space Between Germany and Turkey. In: Küppers, A., Pusch, B., Uyan Semerci, P. (eds) Bildung in transnationalen Räumen. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-09642-7_1

Download citation

  • DOI: https://doi.org/10.1007/978-3-658-09642-7_1

  • Published:

  • Publisher Name: Springer VS, Wiesbaden

  • Print ISBN: 978-3-658-09641-0

  • Online ISBN: 978-3-658-09642-7

  • eBook Packages: Social Science and Law (German Language)

Publish with us

Policies and ethics

Search

Navigation