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2. NORDSCI International Conference Proceedings (Online, October 11-13, 2021). Book 1. Volume 4
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NORDSCI
- Abstract
This volume includes three sections of the 2021 NORDSCI international conference proceedings: (1) Education and Educational Research; (2) Language and Linguistics; and (3) Sociology and Healthcare. Education and Educational Research includes 15 papers covering the full spectrum of education, including history, sociology and economy of education, educational policy, strategy and technologies. This section also covers pedagogy and the education and socialization challenges post-COVID-19 pandemic. Language and Linguistics includes 7 papers covering topics related to theoretical, literary and historical linguistics, as well as stylistics and philology. The Sociology and Healthcare section has 15 papers covering topics related to human society, social structures, and social change, healthcare systems and healthcare services. [Individual papers are indexed in ERIC.]
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- 2021
3. Transform the World or Adapt the Student: Discursive Shifts in the Constructions of Teachers' Roles and Pedagogy in the Russian Federation
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Elena Aydarova
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Drawing on the analysis of discursive shifts in the constructions of teachers' roles during the twentieth century in the Russian Federation, this paper argues that pedagogy becomes redefined based on the political elites' vision for the society's future. During the Soviet era, teachers were expected to play a key role in social transformation. In order to transform the world, they were expected to deploy humanistic pedagogy to help all students realise their potential. During the post-Soviet era, this vision was abandoned. As teachers were expected to fulfil the function of social control, they were called to adopt technocratic pedagogy that comprised principles of psychologisation, individualisation, pathologisation, and depoliticisation. Psychologisation of teachers' roles and pathologisation of diversity became deployed to "adapt students to the world" by addressing problems "within" students rather than in the society. The significance of this paper lies in demonstrating connections between shifting discourses of teachers' roles, pedagogy, and pursuit of social transformation or conservative social change.
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- 2023
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4. Not Lost in Translation: Reforming Higher Education in Russia
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Gounko, Tatiana and Smale, William
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This article focuses on the latest developments in higher educational policy in the Russian Federation and the influence of international organizations such as the World Bank and the Organization for Economic Cooperation and Development (OECD) on these policies and education reforms. This article's primary purpose is to explore how the newly adopted policies reflect the changes in Russia's political discourse. The focus is on the connection between the current higher education policies and the policies of the international organizations that are providing financial and expert support in education and therefore possibly influencing political and educational discourse. (Contains 1 note.)
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- 2006
5. World-Class Universities and the Soviet Legacies of Administration: Integrity Dilemmas in Russian Higher Education
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Oleksiyenko, Anatoly V.
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This paper explores integrity dilemmas experienced by Russian academics in the context of building a world-class university. Interviews with professors and managers of major research universities in Moscow provide critical insights into the organisational and attitudinal incongruities generated by a coercive state--a challenge that Russia has been unable to rise above following the collapse of the Soviet Union. Scepticism as to the "master model" of competitive performance is evident in relation to the Russian 5-100-2020 excellence scheme, the overseers of which prioritise "reputation management" over integrity in governance and performance. In addition to exposing the consequences of deficient institutional autonomy, which prevail in the context of a post-totalitarian society, this paper calls for enhanced critical inquiry into university excellence programmes imposed by performativist and vanity-driven governments.
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- 2022
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6. Inclusion as a Modern Cultural Universal: Reflection and Conceptualization
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Sudakova, Natalia E. and Astafyeva, Olga N.
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This paper is relevant due to the need to find the mechanisms of overcoming social destruction caused by people's current personal alienation of the "Other," as well as alienation of oneself as "Another." The problem is considered in the context of the modern society's growing need for the creation of a community that adheres to diversity and inclusive values as integral conditions of individual existence. The concept of the evolution of inclusion as a modern culture universal, presented in the paper, expands the ideas about it and its addressees. The author emphasizes that the subject of inclusion is absolutely every human in need of self-realization in the society, a career of unique features and precious for the progress of human civilization. The authors emphasize that every born human is the subject of inclusion with the need for social realization, as the career of unique individual features which are the highest value for the social progress of human civilization. The authors urge to draw the attention of the scientific community to the lack of systematic reflection of this phenomenon, which manifests itself today in all areas of activity in the global format. This approach allows us to trace the formation of inclusion as a modern cultural universal, which this work is devoted to. The main instrument of the formation of inclusion is the creativity that actualizes its new perception as the process of getting the creative joy from the joint co-creative artistic activities that contribute to the ongoing personal development.
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- 2019
7. The History of the Public Education System in Vilna Governorate (The Second Half of the 19th and Early 20th Centuries). Part 1
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Natolochnaya, Olga V., Bulgarova, Bella A., Denisenko, Vladimir N., and Volkov, Aleksandr N.
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This paper examines the public education system in Vilna Governorate in the period between the second half of the 19th century and the early 20th century. This part of the paper analyzes the system's development in the period 1803-1880. In putting this work together, the authors drew upon a pool of statistical data published in Memorandum Books for Vilna Governorate in the period from the 1860s to the 1910s, as well as an array of statistical data on the Vilna Educational District published in the scholarly journal Zhurnal Ministerstva Narodnogo Prosveshcheniya. The authors also made use of several regulatory documents. The authors conclude by noting that the system of public education in Vilna Governorate had developed markedly distinct characteristics of its own. One of these characteristics was based on the motley ethnical and confessional composition of the area's population. As a consequence, in the period 1803-1880 the region witnessed two Polish uprisings, which would ultimately have an effect on its system of public education. At the same time, the development of the system of public education in Vilna Governorate had a set of features common to other regions within the Russian Empire as well. More specifically, there was a sharp rise in the number of educational institutions subsequent to the 1861 reform, and afterwards there was a drop in that number in the second half of the 1870s.
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- 2019
8. The Russian Identity and Values in the Post-Soviet Era: Learning from the Past to Reinvent the Future
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Herman, William E., Herman, Bryan K., and Sanatullova-Allison, Elvira
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This paper employed a psychological-historical framework for an analytical examination of the Russian identity during the Soviet period through the fall of the Soviet Union and the transitional period that led to an establishment of the Russian Federation. A theoretical model is provided for the analysis of Russian identity that can be generalized to any country and any historical time. The psychological lens of Erik Erikson's identity formation at the micro-level of personality development offers a framework to interpret societal change at the macro-level as well as the maintenance of core values such as patriotism, self-discipline, honesty, morality, etc. When dramatic, rapid, and wide-spread change occurred such as with the 1917 Russian Revolution or Perestroika and Glasnost in more recent historical times, it is argued that the healthiest change originates from the thoughtful integration of past values with new patterns of doing things. The temptation to discard important values of the past leaves us mindful of the proverbial warning: "Don't throw out the baby with the bathwater." This paper suggests that Russia's most expedient path to a successful and well adjusted future lies in progressing forward by embracing and testing new ideas without being ashamed or ignorant of its past. It is just such a delicate societal balancing act that holds the greatest promise for promoting realistic optimism and a healthy future for Russia. This analysis should be of interest to educators and other professionals charged with the care, development, or understanding of children and adolescents inside Russia. (Contains 3 tables.)
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- 2007
9. Intellectualization of Education as a Priority of the State Development
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Blinov, Andrey and Nikolaevskaya, Olga
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The paper considers particulars of intellectualization of education as one of the state's important tasks. Basic features of the given process at the current stage of the development are highlighted. Ways of enhancing the participants' interest in education are proposed and the relating conclusions are made. Recommendations for carrying out an effective state policy in the development of education are given. [For the complete Volume 12 proceedings, see ED597979.]
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- 2014
10. Education and New Developments 2017
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Carmo, Mafalda
- Abstract
This book contains a compilation of papers presented at the International Conference on Education and New Developments (END 2017), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2017 received 581 submissions, from 55 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 176 submissions (30% acceptance rate). The conference also includes a keynote presentation from an internationally distinguished researcher, Professor Lizbeth Goodman, Chair of Creative Technology Innovation and Professor of Inclusive Design for Learning at University College Dublin; Founder/Director of SMARTlab, Director of the Inclusive Design Research Centre of Ireland, Founder of The MAGIC Multimedia and Games Innovation Centre, Ireland, to whom we express our most gratitude. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program we have chosen four main broad-ranging categories, which also covers different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity; Extra-curricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change, Corporate Education. This book contains the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, and of course, to our organizing and administration team for making and putting this conference together. [This document contains the proceedings of END 2017: International Conference on Education and New Developments (Lisbon, Portugal, June 24-26, 2017).]
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- 2017
11. Evidence-Based Research Study of the Russian Vocational Pedagogy and Education Motivational Potential in the Internationalisation Projection
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Chigisheva, Oksana
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The paper reveals research results of the pedagogical mechanisms influencing the increase of professional motivation of the new century Russian academics within additional vocational training program "Lecturer in higher educational establishments" focusing on the efficient work in the international educational environment as an outcome. [For complete volume, see ED567040.]
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- 2012
12. Developing Civic Consciousness in Russian Higher Education: An Institutional Case Study
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Mitic, Radomir Ray
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This mixed-methods ethnographic case study examines the socio-historical origins and current lived experiences of students at one Russian university to understand the role of a university education as an environmental factor in the development of a civic consciousness. Findings suggest that the institution has attempted to introduce liberal civic education reforms while competing with a system-wide civic passivity developed during the Soviet era. At the same time, the institution is balancing political neutrality and social development to effectively execute its mission in spite of increasing state control. Student voices suggest that human capital development remains a top priority, whereas civic development has been limited. This case study serves as a cautionary tale in light of oppression and compromises that higher education institutions have to make with the state. Moreover, countries with a similar Soviet legacy of an atrophied civic society can look to modest reform efforts to engage individual students in a way that can promote civic participation so long as the state allows civic development to occur. This paper also addresses the implications of higher education's role within the context of the 2022 Russian invasion of Ukraine.
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- 2023
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13. Education as Subversive Practice: Takarazuka Revue's Performative Re-Enactments of the Cold War
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Grajdian, Maria Mihaela
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This paper focuses on the dynamics of education in the interplay of power and seduction as creatively displayed in Takarazuka Revue's performances re-enacting the major players of the Cold War: USA and Russia (rather than former Soviet Union). "Oceans 11" (cosmos troupe, 2019) and "Once Upon a Time in America" (snow troupe, 2020), on the one hand, and "Land of Gods" (cosmos troupe, 2017) and "Anastasia" (cosmos troupe, 2020), on the other hand, lavishly display subtle interactions of longing and belonging, ecstasy and rage, love and betrayal, envy, hatred and passion, while painstakingly building up irresistible tensions between the instances involved in the performative process: actresses, administrators, audiences. The theoretical support is delivered by Robert Greene's pragmatic elaborations in his seminal works "The 48 Laws of Power" (1998) and "The Art of Seduction" (2001): education is never a linear process between a 'master' and a 'disciple', but an interactive game, governed by the pursuit of joy in overcoming challenges and finding ingenious solutions.
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- 2023
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14. Education for Persons with Special Needs: Polish and Russian Experience
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Valeeva, Roza A. and Kulesza, Ewa M.
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The beginning of the 21st century is marked by systemic, economic and social transformations in Poland and Russia, that significantly affected the education system, including the education for persons with special needs. This paper is an attempt to present synthetically the changes relating to persons with disabilities. The current state of the education for children and youth with special needs will be considered due to the new education system, legal regulations, the school population, type of disability of pupils and the kinds of schools they attend. Compulsory education, which includes the level of primary and lower secondary schools, will be subject to a separate analysis. The article presents significant systemic changes in Polish and Russian education and the state development strategy in the sphere of social policy towards persons with disabilities. The new documents are analyzed that have led to important changes in policy direction with serious consequences in terms of the structure and curriculum of inclusive education in both countries. The paper introduces a review of the changes in policy direction with serious consequences in terms of the structure and curriculum of education for persons with special needs. A key objective of the paper will be to examine the new approaches to education of disabled persons in Russia and Poland and the subsequent changes in it.
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- 2016
15. Renewing University-Based Curriculum in Line with Societal Needs: A Case of Legal Education in Russia
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Yastrebov, Oleg A.
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The paper tries to reveal how the modern university education could respond to changes that take place in contemporary society development. The research has tried to follow the task of bridging the Academy and Society needs. Special emphasis is laid to the legal education as graduates of respective institutions are supposed to contribute to the global rule of law, human rights provision, equal access to public goods. The article explores the international state of affairs with regard to administrative law status, specifies latest developments in the Russian national legislation. Due to the fact that the Code of Administrative Court Procedure came into force in Russia the paper argues for legal education curriculum renewal and some disciplines replacement, provides legal, conceptual and theoretical grounds for the above change. The methodology included literature analysis, empirical study of educational standards requirements and further went on to draft recommendations about the changes in the degree course contents and specifics with regard to the latest developments in national legislation.
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- 2016
16. Russian Education Thirty Years Later: Back to the USSR?
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Lisovskaya, Elena and Karpov, Vyacheslav
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How and why did Russian education go from the enthusiastic liberalization in the early 1990s to the restoration of a Soviet-style system in the new century? Attempting to answer this question, the authors reassess and advance a theoretical model that they initially proposed fifteen years ago. While most research on education in transitional societies focuses on either institutional or ideological changes, this paper addresses both kinds of transformation from a unified theoretical perspective. In this context, the authors show how ideological tendencies that were registered already in the textbooks of 1990-1992 (nationalist orientations were emphasized side-by-side with a rehabilitation of the Soviet past) have unfolded into a full-scale conservative and neo-imperial ideological reorientation manifest in a radical revision of the history curriculum and in the content of the newly introduced religious education. Overall, the paper advances theoretical and conceptual framework for examining educational change in the context of lengthy social and political transformations. It is especially relevant to comparative studies of cases where such transformations include religious resurgences and state-controlled desecularization.
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- 2020
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17. Teachers and the Education of the People: Elementary School Teachers and Images of Citizenship in Scandinavia during the 19th and 20th Centuries.
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Kivinen, Osmo and Rinne, Risto
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This paper explores the historical formation of the teaching profession in Scandinavia in the 19th and 20th centuries, with special reference to developments in Finland. It focuses on the process by which mass education has assigned teachers a crucial role in the initiation ceremonies characteristic of modern society in relation to changing models of citizenship. It examines: (1) the role of the state in Scandinavian society; (2) the role of education in culture; (3) the teacher as the model of the fully enfranchised citizen; (4) the role of parish clerks and schoolmasters as the antecedents of elementary school teachers; (5) the emergence of professionally-trained elementary school teachers in the mid-19th century; (6) the evolution of teacher training and selection; (7) changing models of citizenship in Finland and Scandinavia; and (8) explanations of the changing role of teachers in Scandinavia. Contains 65 references. (MDM)
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- 1994
18. An Overview of Teacher Education in Russia.
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Herman, William E.
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This paper describes the experience of an educational psychologist who completed a Fulbright Lectureship at Moscow State Pedagogical University in Russia during April and May of 1993. The chaotic situation brought about by the dramatic and rapid changes that have taken place since the collapse of the Soviet Union has resulted in hyperinflation, political instability, a decaying infrastructure, and a changing legal system. Although physical conditions were barely tolerable, faculty members relished their newfound freedom to read whatever printed matter they chose and to think more freely. Technology such as telephones, computer systems, and facsimile machines reflected great inequities on campus. The hierarchical structure among faculty and administrators was clearly evident. Professors' involvement in publishing scholarly works in Russia and abroad was directly related to their professional advancement. Russian professors were strongly devoted to developing a uniquely Russian personality theory rather than simply adopting or transplanting an American or European theory. Much of the inservice training being carried out with teachers in the public schools revolved around the theme of humanizing the school and helping teachers become less authoritarian. (JDD)
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- 1994
19. Nonequilibrium Theory: Implications for Educational Systems Undergoing Radical Change in Eastern Europe.
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Rust, Val D.
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The change processes involving schools that are currently experiencing turbulent social reconstruction in eastern Europe are examined in this paper, which calls for the development of a new paradigm for social change. The first section describes recent educational reform activities and their flaws in three eastern European countries--Russia, Estonia, and East Germany. Limitations of structuralist and Marxist/Leninist theories are discussed next, both of which assume the inherent equilibrium of the social structure. A new paradigm for understanding social and institutional change, based on the concept of dynamic systems, is advocated. The paradigm, based on the "self-organizing" capacity of all open systems, is founded on the concepts of: (1) open systems with respect to the exchange of resources and information; (2) the necessary state of disequilibrium for alive systems; and (3) the autocatalytic characteristics of the forces for development. The next section relates these theoretical concepts to events observed in fieldwork conducted in East Germany at the time of the Berlin wall's demise. Support activities are suggested for the Russian central ministry for the self-organizing transformation of schools. A conclusion is that research should reflect a view of schools as active, changing, and undergoing continual renewal. (19 references) (LMI)
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- 1992
20. (Not)Forgettable History of Vladimir Lenin All-Union Pioneer Organization
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Stonkuviene, Irena
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The article focuses on the research on the most massive children's organisation of the 20th century, i.e., Vladimir Lenin All-Union Pioneer Organization, and its activities. The period of soviet pedagogy has been most actively investigated by Russian scientists, who have analysed its various phenomena, including pioneer activities, not only from historical but also from anthropological, sociological, educational, literary and other perspectives. However, the scientific discourse on the soviet pedagogy issues is relatively stagnant in the Baltic States and in Lithuania in particular. The soviet history is considered to be too 'fresh', 'painful', whereas the pioneer organisation, as one of the cogs of communist propaganda, does not deserve any attention of researchers. Attempts are made to compensate the deficit of theoretical discourse by the data of empiric research. [For the complete Volume 12 proceedings, see ED597979.]
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- 2014
21. Education's Role in Preparing Globally Competent Citizens. BCES Conference Books, Volume 12
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Bulgarian Comparative Education Society (BCES), Popov, Nikolay, Wolhuter, Charl, Ermenc, Klara Skubic, Hilton, Gillian,, Ogunleye, James, Chigisheva, Oksana, Popov, Nikolay, Wolhuter, Charl, Ermenc, Klara Skubic, Hilton, Gillian,, Ogunleye, James, Chigisheva, Oksana, and Bulgarian Comparative Education Society (BCES)
- Abstract
This volume contains papers submitted to the 12th Annual International Conference of the Bulgarian Comparative Education Society (BCES), held in Sofia and Nessebar, Bulgaria, in June 2014, and papers submitted to the 2nd International Partner Conference, organized by the International Research Centre 'Scientific Cooperation,' Rostov-on-Don, Russia. The volume also includes papers submitted to the International Symposium on Comparative Sciences, organized by the Bulgarian Comparative Education Society in Sofia, in October 2013. The 12th BCES Conference theme is "Education's Role in Preparing Globally Competent Citizens." The 2nd Partner Conference theme is "Contemporary Science and Education: New Challenges -- New Decisions." The book consists of 103 papers, written by 167 authors and co-authors, and grouped into 7 parts. Parts 1-4 comprise papers submitted to the 12th BCES Conference, and Parts 5-7 comprise papers submitted to the 2nd Partner Conference. The 103 papers are divided into the following parts: (1) Comparative Education & History of Education; (2) Pre-service and In-service Teacher Training & Learning and Teaching Styles; (3) Education Policy, Reforms and School Leadership; (4) Higher Education, Lifelong Learning and Social Inclusion; (5) Educational Development Strategies in Different Countries and Regions of the World: National, Regional and Global Levels; (6) Key Directions and Characteristics of Research Organization in Contemporary World; and (7) International Scientific and Educational Cooperation for the Solution of Contemporary Global Issues: From Global Competition to World Integration.
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- 2014
22. Engineering a Business School in a Former Soviet-Era Closed City: The Case of Omsk, Siberia
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Chukhlomin, Valeri and Chukhlomina, Irina
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This article describes a modernization project undertaken by a nationally accredited Russian university located in Omsk, Siberia, and aimed at developing a new international business school. A unique feature of the project is that it was successfully implemented in a former Soviet-era closed city. Until 1991, the university hadn't had any international connections and for both local faculty and administrators the concept of international business education was a radical new idea; therefore, the project development team needed to develop the project "from scratch" in an unfavorable environment. The paper describes the process of organizational innovation where gradual modernization was intertwined with radical innovations some of which were fiercely opposed by hardliners and bureaucrats. The paper reveals the need for the project, describes the process of its development, identifies major steps in implementation, explores its design, characterizes curriculum-related problems and innovations, evaluates available resources for internationalization of the school's faculty and students, identifies roles played by various stakeholders, evaluates key success factors and provides recommendations for future research.
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- 2013
23. Jokers' Pursuit of Truth: Critical Policy Analysis in the Age of Spectacle and Post-Truth Politics
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Aydarova, Elena
- Abstract
Critical policy analysis examining how powerful actors use educational policies to reproduce unequal social structures presents many challenges. These challenges are amplified by the politics of spectacle, where duplicity comes to dominate how educational policies are conceptualized, presented to the public, and subsequently enacted. The pursuit of truth in policy proposals or reform designs often entails navigating contentious spaces of fiction-making, fakery, and duplicitous performances, sometimes involving researchers themselves. Drawing on Bakhtin's writing on jokers' pursuit of truth, I revisit the tensions I encountered in my ethnographic fieldwork in the Russian Federation to reimagine the possibilities of navigating research with the powerful. This paper offers a methodological provocation to rethink ethical imperatives and poses new questions for reimaging the problematics of critical policy analysis focused on equity and justice in the post-truth era.
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- 2022
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24. Soviet, Post-Soviet and Neo-Liberal: Governing Russian Schools through Quality Assurance and Evaluation
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Gurova, Galina
- Abstract
This paper problematizes the dichotomy between neo-liberalism and socialism and the tendency to view the post-socialist condition as a process of convergence with 'Western' and 'global'. It does so by analysing the development and implementation of a quality assurance and evaluation (QAE) policy in school education in the context of the Russian Federation. Since the dissolution of the Soviet Union, Russian national QAE policy has changed greatly and currently resembles the agendas of transnational organizations in education. At the same time, the national policy and the political discourse on quality continue to draw on Soviet as well as post-Soviet legacies. Juxtaposing the case of Russian QAE policy with theoretical models of post-bureaucratic governance in education, the paper also questions clear-cut distinctions between 'old' and 'new' governance regimes. The analysis in the paper is guided by two questions: 1) What has changed and what has remained unchanged in Russian education policy with the transition from the Soviet period to current state? and 2) How do different legacies and influences contribute to the QAE policy implemented at the local level? The brief inquiry into the history of Russian QAE policy focuses on three periods: post-war Soviet Russia, the transition period of the 1980-1990s and modern Russia. Recognizing the specific characteristics of each of the reviewed periods, the paper highlights complexities, contradictions and continuities within and between previous and present regimes of education governance in Russia. The analysis of the QAE policy implemented at the local level demonstrates the blending of diverse legacies, and the prevalence of Soviet-era practices in school governance.
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- 2018
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25. The Academic Profession in Russia's Two Capitals: The Impact of 20 Years of Transition
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Sivak, Elizaveta and Yudkevich, Maria
- Abstract
This paper studies the dynamics of key characteristics of the academic profession in Russia based on the analysis of university faculty in the two largest cities in Russia--Moscow and St. Petersburg. We use data on Russian university faculty from two large-scale comparative studies of the academic profession ("The Carnegie Study" carried out in 1992 in 14 countries, including Russia, and "The Changing Academic Profession Study," 2007-2012, with 19 participating countries and which Russia joined in 2012) to look at how faculty's characteristics and attitudes toward different aspects of their academic life changed over 20 years (1992-2011) such as faculty's views on reasons to leave or to stay at a university, on university's management and the role of faculty in decision making. Using the example of universities in the two largest Russian cities, we demonstrate that the high degree of overall centralization of governance in Russian universities barely changed in 20 years. Our paper provides comparisons of teaching/research preferences and views on statements concerning personal strain associated with work, academic career perspectives, etc., not only in Russian universities between the years 1992 and 2012, but also in Russia and other "Changing Academic Profession" countries.
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- 2017
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26. The Soft Dimension of the Shanghai Cooperation Organization's Fight against the 'Three Evil Forces'. Insights on Counterterrorism Preventive Measures and Youth Education
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Valleau, Annick, Rahimov, Komron, and Cherkasov, Aleksandr
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This article examines the comprehensive and participatory component of the Shanghai Cooperation Organization's (SCO) approach to the fight against the "Three Evil Forces" within the theoretical framework of smart counterterrorism. After analyzing the problematic definitions of the concepts of terrorism and extremism, the authors choose to focus on the non-coercive preventive pillar of the SCO's counterterrorism strategy through the prism of youth education. The emphasis is placed on the strikingly similar practices of SCO Member States in this field, whereby state and non-state actors foster partnerships to conduct cultural activities promoting the same values of patriotism, civic identity, interethnic and interfaith dialogue as a counter-ideology to the dissemination of radical ideas among the youth. The experience of SCO Member States in implementing inclusive counterterrorism programs serves as a basis for the evolution of SCO's soft diplomacy, which has very recently entered a new phase in its development, following the first SCO Youth Assembly and Uzbekistan's decision to support the SCO Youth Council. In this paper, the youth is analyzed as the primary target and actor of the SCO's preventive counterterrorism efforts.
- Published
- 2018
27. How states tighten control: a field theory perspective on journalism in contemporary Crimea.
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Zeveleva O
- Subjects
- Humans, Interviews as Topic, Politics, Professional Autonomy, Russia, Government, Mass Media, Social Change
- Abstract
This article contributes to denationalizing Bourdieu's field theory by analysing the relationship between a regional news media field, the state and transnational influences. The article seeks to answer the question of how a state can impose limits on the autonomy of the news media field during political transition. Field theory is applied to changes that have taken place in Crimean news media since Russia's annexation of the peninsula in 2014. Drawing on narrative interviews with journalists who worked in Crimea in 2012-17, expert interviews, and secondary sources, I demonstrate how Crimea's news media field went from being dominated by varied Ukrainian private news media owners to becoming dominated by the Russian state. I show that states can employ direct measures such as anti-press violence and ownership appropriation of news media outlets in order to increase concentration of state media ownership. In addition, states can reallocate capital in the news media field, disenfranchising some journalists and outlets while favouring others. The adaptive strategies of individual journalists, who, upon losing capital, can sometimes relocate or leave their jobs, also changes the composition of news media fields. Departing from a common view of social spaces as bounded within nation-states, I examine how the news media field of Crimea has been shaped by both transnational influences, and by the direct imposition of Russian state power through a reconstitution of national borders., (© London School of Economics and Political Science 2018.)
- Published
- 2019
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28. 'Quality Revolution' in Post-Soviet Education in Russia: From Control to Assurance?
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Minina, Elena
- Abstract
Employing the analytical framework of a discourse-driven social change, this paper unpacks the neoliberal concept of "educational quality" in the course of Russian education modernisation reform from 1991 to 2013. Since the early 1990s, the global neoliberal discourse has served as the backbone for post-Soviet educational ideology. Alongside other major reform initiatives, the "quality revolution," proclaimed by the Russian Government in the early 1990s, signified a rhetoric shift away from the Soviet-era quality control towards a neoliberal quality assurance paradigm. Through fine-grained textual analysis of policy documents and political statements by key educational stakeholders, the analysis unpacks the discursive underbelly of the new quality paradigm, in an attempt to determine whether a paradigmatic transformation has taken place. The paper argues that despite the nominally proclaimed shift towards a quality assurance model of educational governance, the representation of educational stakeholders and responsibilities within the new quality paradigm continues to correspond to the Soviet-era command-and-control authoritarian model. The study challenges the popular claim of a neoliberal turn in Russian education and suggests that a neoconservative authoritarian approach to education governance has been smuggled in under the disguise of "quality assurance."
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- 2017
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29. Comparing Post-Soviet Changes in Higher Education Governance in Kazakhstan, Russia, and Uzbekistan
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Azimbayeva, Gulzhan
- Abstract
This paper argues that during the "perestroika" period the institutionalised context of the Soviet higher education governance was transformed dramatically, and has attempted to explain the outcomes for higher education from the "perestroika" period and proposed the theory of "institutional dis/continuities". The theory employs elements of historical institutionalism in the explanation of higher education governance changes during the Soviet and post-Soviet periods in the countries under review, Kazakhstan, Russia, and Uzbekistan. Historical institutionalism addresses the institutional changes in historical development. The changes are explained by "critical junctures". Therefore, the "perestroika" period is seen as a critical juncture in this paper. They may be caused by times of great uncertainty. The changes were dramatic in spite of the short timeframe. This critical juncture period is identifiable subject to a reference to the Soviet period.
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- 2017
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30. Bakhtin and the Russian Avant Garde in Vitebsk: Creative Understanding and the Collective Dialogue
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White, E. Jayne and Peters, Michael A.
- Abstract
This paper locates its genesis in a small town called Vitebsk in Belorussia which experienced a flowering of creativity and artistic energy that led to significant modernist experimentation in the years 1917-1921. Marc Chagall, returning from the October Revolution took up the position of art commissioner and developed an academy of art that became the laboratory for Russian modernism. Chagall's Academy, Bakhtin's Circle (and associated animations with other intellectuals of tis era), and Malevich's experiments, artistic group UNOVIS--all in fierce dialogue with one another--made the town of Vitebsk into an artistic crucible in the early twentieth century. We argue that this creative collective transformed creative energies of Russian drama, music, theatre, art, and philosophy in a distinctive contribution to modernism, structuralism and formalism that contributed richly to the social understanding of creativity itself that is so evident across Mikhail Bakhtin's subsequent body of work, and elsewhere across the world. This paper argues that a consideration of such interplay has much potential for twenty-first century educational philosophy.
- Published
- 2017
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31. Initial Teacher Education in Russia: Connecting Theory, Practice and Research
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Valeeva, Roza A. and Gafurov, Ilshat R.
- Abstract
This paper explores initial teacher education (ITE) in Russia, its organisation and content in the light of international literature. Changes in the political, socio-economic and cultural life of Russia in recent decades have defined a completely different model of teacher education. This model has evolved through key policy documents including the "Conception of pedagogical education development support" (2013; http://minobrnauki.rf/documents/3871); "The teacher professional standard" (2013; http://www.rosmintrud.ru/docs/mintrud/orders/129/), and, in 2014, the "Comprehensive programme to improve the professional skills of educational institutions teaching staff" (http://www.consultant.ru/document/cons_doc_LAW_166654/). These documents have led to important changes in teacher education policy with serious consequences in terms of structure and curriculum. A key objective of this paper, therefore, is to examine the structure and curriculum of ITE in Russia within competency-based approach. The article also explores how the research dimension is integrated in ITE programmes, as well as new concepts and approaches linking theory and practice. In outlining the new model, the approach to teacher education followed by Kazan Federal University is used an illustrative example.
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- 2017
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32. Cooperation with the World of Work in Technical and Vocational Education: A. The Policy Level--Studies from Hungary, Romania, and Sweden and B-- The Institution Level--A Study from the Russian Federation.
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United Nations Educational, Scientific, and Cultural Organization, Berlin (Germany).
- Abstract
This document contains a synthesis paper and four case studies of cooperation with the world of work in vocational and technical education (VTE) in Hungary, Romania, Russia, and Sweden. "Synthesis" (R. Barry Hobart) considers the common social and economic variables affecting VTE in the four study countries. The three case studies focusing on cooperation at the policy level are as follows: "The Policy Level: Hungary" (Andras Benedek); "The Policy Level: Romania" (Cesar Birzea, Mihaela Jigau, Florentina Anghel); and "The Policy Level: Sweden" (Nils Friberg, Marianne Lindberg). Among the topics discussed in those papers are the following: socioeconomic transitions during the past decade; new actors and priorities; changes in legislation; labor market training and continuing vocational education; and cooperation between enterprises and professional training institutions. The fourth case study, "The Institution Level: The Russian Federation" (Institute for Development of Vocational Education of the Russian Federation), examines the following: primary factors capable of affecting cooperation among professional training and education establishments and enterprises; instruments of cooperation; barriers hampering cooperation; cooperation in training the unemployed and jobless population; and inductive measures for promoting cooperation between educational institutions and enterprises at the level of training. (MN)
- Published
- 1998
33. Social Change, Socio-Economic Status, and the Development of Self-Direction in Children: A Comparison of Russia, Estonia, and the United States.
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Tudge, Jonathan, Hogan, Diane, Tammeveski, Peeter, Kulakova, Natasha, Meltsas, Marika, Snezhkova, Irina, and Putnam, Sarah
- Abstract
This study used a Vygotskian perspective to compare child rearing values and beliefs of parents, especially in regard to self-directed activities of children, in the United States, Russia, and Estonia. Participating were 60 families, evenly divided by society and social class (middle or working class), each with a child between 28 and 45 months old. Families were located in Greensboro, North Carolina; Obninsk, Russia; and Tartu, Estonia. Interview and questionnaire data were collected from parents, and observational data were obtained from children observed in their everyday activities for 20 hours during 1 week, focusing on academic lessons, skill/nature lesson, play with academic objects, and conversation with adults. Findings indicated that middle-class parents rated self-direction higher, and control and discipline lower, than working-class parents, and were less likely to be concerned with spoiling their children by giving attention than were working-class parents. There were no cultural differences in parent values and beliefs. Children in Obninsk and Tartu were far more likely than those from Greensboro to be involved in skill/nature lesson. Middle-class children were more likely than working-class counterparts to be involved in academic or skill/nature lessons, except in Obninsk, where there were no social class differences in academic lessons. Middle-class children were more likely to initiate the activities of interest than were their working-class counterparts. (Contains 17 references.) (KB)
- Published
- 1997
34. Russian Youth in the Transition Period toward the Free Market Economy--1990-1993.
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Dmitriyev, Gregory
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This paper examines the changes in aspirations and mentality of young people in Russia as to their expectations of what the market system can bring into their life. The study was done in Moscow and in Khabarovsk (Far East). Surveys of 11th-graders were conducted to gain their perspectives about the term "market" and what the future holds for them in the time of change. The paper presents the historic overview of the fall of Communism and the ideological, psychological, and social changes that also occurred. Although most Russians noted the difficulty of the changing times, they responded that the free market as they experienced it was an improvement and looked forward to better days. (Contains 26 references.) (EH)
- Published
- 1997
35. Psychiatric reform in Russia[This paper].
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Poloshij, B. and Saposhnikova, I.
- Subjects
- *
DEINSTITUTIONALIZATION , *MENTAL health , *SOCIAL psychiatry , *MENTAL health services , *GOVERNMENT policy - Abstract
Objective: To describe the mental health care system in Russia against the background of rapid social, economic and political change since the late 1980s. Method: Indicators of social stress and deteriorating population mental health and official data on service provision are presented. Results: In the current system of psychiatric care dispensaries take a central position. Key issues of the discussion on mental health care include ways of coping with social stress disorders, strategies to redefine psychiatric rehabilitation in a changed social-economic context and steps towards strengthening social support networks for people with mental illness. Following political abuse of psychiatry, professionals have had to face justified and unjustified accusations, and been faced with a general challenge to their role. Conclusion: Tackling problems of social stress, the integration of mental health care in the general medical care system and the building-up of general hospital in-patient psychiatric units are of strategic importance. [ABSTRACT FROM AUTHOR]
- Published
- 2001
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36. Russians in Post-Soviet Central Asia: More 'Cold' than the Others? Exploring (Ethnic) Identity under Different Sociopolitical Settings
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Kosmarskaya, Natalya
- Abstract
This paper explores the identity and the social/political behaviour of Russians in post-Soviet Central Asia through a comparison with the Baltic countries via a "hot and cold ethnicity" paradigm. Central Asian Russians are more likely, ceteris paribus, to be found at the "cold" end of the spectrum of "ethnic temperatures." The article starts with outlining the historical roots of a specific Russians' self-designation in the "imperial peripheries"--that is, a lowered attachment to their ethnic group as compared with loyalties towards the state. However, patterns of imperial penetration into different territories of the former USSR (FSU) were different, and so were the sociopolitical conditions under which Russians have found themselves after the collapse of the FSU. Due to this, patterns of Russians' self-designation turned out to be quite divergent: Central Asia represents a contrasting pattern in comparison with the Baltics. Subsequent parts of the paper contain a more detailed analysis of the reasons behind a relatively "cold" ethnic stance of Russians in Central Asia. These reasons include the salience of sociocultural boundaries versus ethnic ones, the nature of local political regimes, the role of Russian language and culture, official and popular interpretation of the Soviet past and attitudes towards the present-day Russia.
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- 2014
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37. Gendered Multilingualism in Highland Daghestan: Story of a Loss
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Dobrushina, Nina, Kozhukhar, Aleksandra, and Moroz, George
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The paper traces the level of bilingualism in several highland villages of Daghestan (Northeast Caucasus) through the twentieth century. We show that historically, men were more multilingual than women, but this was not true to the same extent for all languages. Highlanders' repertoires suggest a correlation between the social function of the second language and the degree to which its command was gendered. We also explore the dynamics of multilingualism from the generation born at the end of the nineteenth century to the generation born in the 1990s. We show that during the twentieth century local L2s were gradually displaced by Russian, and Daghestanian multilingualism lost its gendered character. We argue that these changes were caused by the introduction of Soviet schooling.
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- 2019
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38. Pursuing the Administrative Avant-Garde: An Aesthetic Critique of Change in Educational Systems
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Samier, Eugenie A.
- Abstract
This paper addresses theories of the avant-garde, especially but not exclusively in art and as part of a modernist aesthetic. The paper examines the ways in which avant-garde theory of the creative process can inform educational administration in the change process, as both a critique and an ideal. The argument adopted here is that if administration can be conceptualised as an art, then art's critical and creative traditions also speak to those aspects of professional practice that involve creative activity such as organisational design, leadership vision and strategic analysis. This is a possible way towards rethinking schools and educational systems.
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- 2012
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39. Students' Evaluations of Profit and Utility of Higher Education: A Comparative Case Study
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Davidovitch, Nitza, Lobovam Elena, Pryamikova, Elena, Semenova, Tatiana, Pechenkina, Tatiana, and Yachmeneva, Maria
- Abstract
This paper reviews the recent turn toward a capitalist approach to higher education with specific reference to the social, demographic, and legislative changes, including growing academic capitalism, which led to a transformation in Israel's higher education system. In an empirical comparative case study of students from Israel and Russia, this study explores students' assessments of profit and utility of an academic education and its value in the respective local job markets. Findings confirm that students have adopted a capitalist approach to academic degrees, to which universities and colleges have responded by incorporating major changes and effectively instituting a paradigmatic shift in the roles and mission of higher education.
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- 2013
40. Upbringing and Socialization in Today's Russia: Risks and Opportunities
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Nikandrov, N. D.
- Abstract
New people are being born, children are growing up, and young people are entering adult life; the complexity and contradictions of this process have been described very well in the literature. Leaving aside many essential aspects, people are being socialized--becoming a part of society--in a system of values that is entirely different. This paper examines socialization as an extremely broad concept that includes not only education (with its components of upbringing and instruction), but also life's influence in all the fullness of factors that are consciously taken into account and arise randomly. How coordinated (or, in any case, noncontradictory) the entire system of these influences is will determine how people turn out. Moreover, the experience of all cultures shows that socialization, the influence of the life around people, in many respects exerts a stronger formative influence than education does. To put it another way, the school of life is stronger than school per se--in the broad sense, to be sure--and if their influences go in different directions or are simply not coordinated, a whole system of risks arises for the individual, for society, and for the state. This paper discusses the possible risks and opportunities of the system of socialization in today's Russia.
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- 2008
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41. Citizenship Education in Ukraine and Russia: Reconciling Nation-Building and Active Citizenship
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Janmaat, Jan Germen and Piattoeva, Nelli
- Abstract
This paper examines the discourses framing citizenship education in Ukraine and Russia from "perestroika" to the present and assesses the role of the Council of Europe in promoting democratic citizenship in both countries. We argue that there is a tension between the discourses of active citizenship, strongly disseminated by international agencies (the Council of Europe in our case), and national consolidation, pursued by Ukraine and Russia since the fall of the Soviet regime. While the beginning of the 1990s was marked by democratization and individualization, from the mid-1990s the emphasis on state cohesion became more prominent in both states. From the end of the 1990s, however, citizenship education aims started to diverge, despite a similar approach of the Council of Europe to the two countries. In Russia the government reinforced the state cohesion agenda, which led to the patriotic education discourse gaining strength. In Ukraine, nation-building was made secondary to bringing the education system in line with international standards in order to improve the country's competitiveness. The nature of citizenship education in the two countries therefore seems to be more a reflection of domestic political developments than the product of international policy agenda. (Contains 12 notes.)
- Published
- 2007
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42. The Changing Nature of Rurality and Rural Studies in Russia
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Shubin, Sergei
- Abstract
This paper seeks to outline different strands of the reconfiguration of the social and spatial perspectives on the countryside in Russia in the last 20 years. The country's transition implied changes in the production of knowledge, including the re-examination of research topics and bringing new theories into rural studies. The article strives to develop a theoretically informed critique of the recent studies, specifically addressing the changing vision of rurality. Taking as a starting point traditional concerns in rural discourses, i.e. the ways rurality have been traditionally studied in Russia, this paper seeks to identify what rural studies might gain and lose from the shift in academic research. Critics have focused on the problems of bringing together past and recent trajectories in rural research, concentrating on the power of construction of particular rural discourses in different environments. The reconstruction of changing rural discourses aims to provide an interpretative framework for understanding the ways various rural images and policy concepts are implicated in the construction of the Russian countryside.
- Published
- 2006
- Full Text
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43. Education of Children with Disabilities in Russia: On the Way to Integration and Inclusion
- Author
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Oreshkina, Maria
- Abstract
This paper presents an overview of the current situation with integration and inclusion in Russia. It explores the challenges of special education and legislation. It provides some examples of integration and inclusion initiatives and discusses them as examples of social transformations in post-Soviet Russia. The study concludes that the world trend towards inclusive schools has impacted the post-Soviet Russia and an attempt to narrow the gap between special and regular education has been made by non-governmental organizations, individual schools, and the formal system. More decisive and synergetic effort is required from the state as well as individuals to develop and implement a well defined policy that supports inclusion and equity education for all. (Contains 2 tables.)
- Published
- 2009
44. Ethics, Ideals and Ideologies in the History of Adult Education. Studies in Pedagogy, Andragogy, and Gerontagogy.
- Author
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Nemeth, Balazs, Poggeler, Franz, Nemeth, Balazs, and Poggeler, Franz
- Abstract
This book, which focuses on how personality, societal values and politics have influenced the mission of adult education, contains 34 papers originally presented at a 2000 conference on the history of adult education. Following a Foreword (Poggeler) and Preface (Nemeth) the papers are: "The Globalization of Adult Education and the One World Concept: Aspects of Their History, Present and Future" (Poggeler); "Adult Education in a Voluntary Social Movement: the Education Work of the British Anti-Apartheid Movement, 1959-94" (Fieldhouse); "Adult Education and Cooperation: The History of a Dutch Walden" (van Gent); "Questions of Value in Adult Education: A Theoretical-Scientific and Methodological Challenge in the History of Adult Education" (Theile); "Influence of Ideas and Institutions on the Culture and Adult Education in Hungary" (Felkai); "The Changes Of Folk ANF Worker's Universities in Slowenia Between 1945-1991" (Jug); "THR Folk High Schools From the View of Political and Social Problems of Poland" (Solarczyk); "Basic Conceptions and Aims in Some Theories of Adult Education Through History" (Popovic); "The Role of Scientific Positivism in European Popular Educational Movements: France and Radical Free Masonry" (Steele); "Samuel Smiles and the Ideology of Self-Help" (Cooke); "How Adult Education Participates in the Making of 'Active Society'" (Bouverne-De Bie); "Local and Global Experiences and Dimensions of German Adult Education" (Hinzen); "Adult Education and the Human Rights Movement: Toward a Global Research Agenda for the History of Adult Education" (Boucouvalas); "The Performance-Directed or Task-Oriented Approach as a Teaching and Learning Concept in Adult Education" (Paape); "The Assimilation Possibilities and Problems of East European Adult Education After the Political Change: The Example of Hungary" (Petho); "Ideological and Paradigmatic Changes in the History of a German Further Education Centre Based on the Centre of Further Education, Aachen" (Putz); "Struggle and Compromise: A History of South African Adult Education from 1960 to 1999" (Aitchison); "Idealists and Liberal Adult Education in the West of Scotland" (Turner); "Through a Glass Darkly: The Seduction of an Adult Education Social Movement" (Benn); "Adult Education and Social Movements: A Century of (Informal) Learning in Social Movements" (Dekeyser);"Grundtvig: From a European and Romanian Perspective" (Sacalis); "Self-Fulfilling Prophecy in Adult Education as an Ethical Issue" (Cser); "The Social-Historical Conditionality of the Constitution and Activities of Croatian People's and Workers' Universities" (Ceptic); "The Transformation of Adult Education from Culture to the World of Work" (Tosse); "Lloyd Ross and the Education of Australian Workers" (Morris); "From the Workers' Education to the Work Development: Historical Stages and Changing Interests in the Finnish Trade Union Education" (Tuomisto); "Social Based Adult Education: The Development of Workers' Education and Training in Pecs Hungary at the Turn of the 19th and 20th Century" (Koltai, Nemeth); "Adult Education An Ideal of Modernity: The End of Adult Education as a Social Movement" (Jarvis); "The History of the Finnish Adult Education System" (Ropponen); "Advanced Teaching Movement in Croatia and Its Influence on National Education" (Lavrnja, Klapan); "Some Changes in the Sphere of Adult Education in Russia in the Transitional Period: Socio-Psychological Aspects" (Mryakina); "Adult Education in Romania in the Last Ten Years Requirements and Realities" (Sava); "Social-Educational Aims and Forms of Adult Education on Distance in the 1980s in Poland: TV Vocational Agricultural School and Radio-TV High School for Working People" (Gajda); "Dutch Andragology in Transformation" (Katus). Some of the papers contain figures and tables. All of the papers contain bibliographies, some of them substantial. (AJ)
- Published
- 2002
45. Future Teacher Professional Training: Problems and Perspectives in Russia Nowadays.
- Author
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Ryabinina, Natalia P.
- Abstract
This opinion paper examines the educational process in Russia's pedagogical colleges over the past several years, noting how the democratic changes in Russia's economic and social life have affected the Russian system of education. Problems with the system and perspectives for the future are discussed. (SM)
- Published
- 1995
46. Expansion of Higher Education and Consequences for Social Inequality (The Case of Russia)
- Author
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Konstantinovskiy, David L.
- Abstract
The expansion of higher education leads to a number of consequences. The case of Russia has both specific features and features common to processes taking place in other countries. This paper offers a retrospective description of educational system manipulation and changes that have occurred due to general transformations in Russia. The new labor market required qualified specialists. At the same time, employers needed a significant number of more or less socialized young people, and these skills are considered to be acquired as a result of studying in a higher education institution (HEI). Both demands from the labor market were transmitted to families, who, in turn, translated demands to the educational system. The educational scope responded adequately to demand from families. HEIs underwent differentiation: some provided knowledge, along with socialization, confirmed by degrees; others just gave degrees plus socialization. Enrollment in HEIs grew continuously and very rapidly. Two types of consequence of the resulting situation are considered here. Using the findings of 50 years' research, it is shown that increased HEI enrollment has led to greater uniformity in aspirations for education among young people and to their broader participation in higher education. However, this has not proved conducive to lessening social inequality in higher education. In addition, studies of HEI graduates in the labor market testify that the growth of HEI differentiation has raised inequality in the labor market.
- Published
- 2017
- Full Text
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47. Proceedings of the Annual Meeting of the Association for Education in Journalism and Mass Communication (75th, Montreal, Quebec, Canada, August 5-8, 1992). Part II: Journalism History, Section B.
- Author
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Association for Education in Journalism and Mass Communication.
- Abstract
Section B of the Journalism History section of the proceedings contains the following nine papers: "Weep into Silence/Cries of Rage: Bitter Divisions in Hawaii's Japanese Press" (Tom Brislin); "Viewing the Newspaper as International: The First International Organization of Journalists Debates News Copyright 1894-1898" (Ulf Jonas Bjork); "The Commercial Roots of Foreign Correspondence: The 'New York Herald' and Foreign News, 1835-1839" (Ulf Jonas Bjork); "The Short Life of the National Courier: Christian Journalism's 'Finest Hour?'" (Ken Waters); "The Revolutionary Power of the Press: Newspapers as a Shadow Political Arena in 1848 in France and 1917 in Russia" (Lisa W. Holstein); "Broken Bridges: Protestant Missionary Journalists as Cultural Brokers in Early 19th Century China" (Charles W. Elliot); "The Treasonous Irish: Vigilantes, Conspiracies and the Mainstream Press, 1917-1918" (Mick Mulcrone); "Unequal Partners: Gender Relationships in Victorian Radical Journalism" (David R. Spencer); and "The Newspaper as Social Composer of the North Idaho Mining Frontier" (David J. Vergobbi). (RS)
- Published
- 1992
48. The Unintended and Intended Academic Consequences of Educational Reforms: The Cases of Post-Soviet Estonia, Latvia and Russia
- Author
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Khavenson, Tatiana and Carnoy, Martin
- Abstract
In this paper, we try to unravel some of the unintended and intended academic effects associated with post-Soviet educational reforms by focusing on three cases: Estonia, Latvia and Russia. We have chosen this comparison because a unique "natural experiment" in the three countries allows us to compare the changing academic performance on an international test of a largely similar population in the three countries--Russian origin students attending Russian-medium schools--subjected to three variations of post-Soviet reforms. We find that relative to students in Russia, Russian-medium students in the Baltics made significant gains in the Programme for International Student Assessment (PISA) test. In Latvia, these appear to be an unintended effect of somewhat "softened" state language policies, the conditions surrounding minority rights, and the general context of maintaining social cohesion. In Estonia, the (later) relative gains of Russian students appear to an intended effect of locally grown educational (and language) policies and increased, more effective cooperation with Russian medium schools to further improve PISA performance in a relatively high scoring, PISA-focused country.
- Published
- 2016
- Full Text
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49. The Russian University: Recovery and Rehabilitation
- Author
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Yudkevich, Maria
- Abstract
This paper discusses the features of the Soviet higher education system that have been crucial to the formation of the current system and then focus on the main changes that it has endured in the past 20 years. We pay special attention to the current challenges in the sphere of higher education and the counter-measures taken by the government and the academic community.
- Published
- 2014
- Full Text
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50. Debates about the Reform of the Russian Academy of Sciences
- Author
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Gorokhov, V. G.
- Abstract
The author contemplates the fate of Russian science in the light of the reforms that are going on today, and the requirements of bringing it into conformity with this country's traditions as well as with international practices. [This article was translated by Kim Braithwaite.]
- Published
- 2014
- Full Text
- View/download PDF
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