Although all countries of the region have declared their aspiration to embrace the new values of democracy, capitalism, and market economies, the transformation process has been uneven across the region. Lampland, Martha 2011 : The Technopolitical Lineage of State Planning in Mid-Century Hungary 1930—1956. Yet, this unprecedented growth of private tutoring, in its varied forms and arrangements, has remained largely unnoticed by policymakers in the region. The collapse of the socialist system led to a series of crises: ideological crisis-the collapse of the socialist idea of education , partially replaced by the ideology of neoliberalism. Katherine Verdery investigates why certain corpses—the bodies of revolutionary leaders, heroes, artists, and other luminaries, as well as more humble folk—have taken on a political life in the turbulent times following the end of Communist Party rule, and what roles they play in revising the past and reorienting the present.
For example, policies aimed at cultural pluralism work as a cohesive strategy only in contexts where they are closely aligned with the school-based practices of inclusion. International Perspectives on Education and Society. Through in-depth interviews and classroom observations, the study also highlights that history is being rewritten not just on the pages of school textbooks but also in school classrooms through the information, conversations, and social memories that we share with others. However, what if a country, such as Kazakhstan, does not depend on foreign aid, and yet engages in international cooperation? El artículo proporciona un breve contexto histórico del proyecto de construcción del imperio soviético, seguido de un análisis internacional de los libros de texto de alfabetización temprana publicados en Rusia, Armenia, Letonia y Ucrania. This article examines the context within which international gender equity norms were introduced in the 1990s as well as the factors that account for the variation in implementation of these policies.
In this chapter, I explore the proliferation of single-case studies that occurred at the expense of multiple case studies and other types of studies that involve comparison. I am writing it not only because I want to add more accolades to the colleagues I highly The construction of the European education space has typically been attributed to European education policy makers, institutions, and networks. More recently, her research has also attempted to examine alternative readings of the global by capturing educational policies, practices, and experiences that challenge neo liberal globalization processes and engage in re-envisioning the future. They are lumps of fat. What is unique about Negotiating Political Identities is that it goes beyond the traditional focus on the academic attainment of minority youth, and places the examination of identity formation processes in the broader framework of European, national, and school policies and practices. During 2002—2003, Hannes made important contributions to the development of the overall framework for curriculum reform by prepar-ing a series of training conferences, seminars, and discussions for education policymakers, and inviting international experts.
Among the most striking commonalities are the shared socialist past, as well as the sheer scale and significance of the political, economic, and social transformation since the collapse of socialism in 1989. Above all, this volume affirms the need to move beyond simplistic accounts of historical socialism and post-socialist transitions. It can also serve as an advocacy tool in the effort to make national education policies more equitable for all students. By using the case study of Tajikistan, this article suggests that the introduction of policies favoring female participation in political, economic and social life has largely depended on the transfer of international discourses on gender equality, while their implementation has been halted by historical legacies, economic realities and local political factors. Such claims have been central to geopolitical disputes and scholarly research.
It has also challenged our understanding of time and space in theorizing education reforms within rapidly changing geopolitical contexts. This book addresses students, practitioners and scholars in educational policy studies. In this ethnography of postsocialist Moscow in the late 1990s, Olga Shevchenko draws on interviews with a cross-section of Muscovites to describe how people made sense of the acute uncertainties of everyday life, and the new identities and competencies that emerged in response to these challenges. Roemer points out that large capitalist firms have already solved a similar problem: in those firms, profits are distributed to numerous shareholders, yet they continue to innovate and compete. It was also criticized by international experts. In this context, women have been relegated to private and home spaces, where their main roles have been associated with reproducing their families and nations. Its talk about futures—the futures of socialism and the futures of postsocialism—is a novel aspect that sets it apart.
The article analyzes various policy contexts and examines challenges that confront education stakeholders and policymakers as they formulate their responses to the rapidly-spreading and constantly-changing phenomenon of private tutoring. This chapter presents a critical analysis of American educational reconstruction efforts in post-communist Europe after the end of the Cold War. Brent Edwards's The Trajectory of Global Education Policy belongs to the latter group of scholars who attempt to trace the complex trajectories of educational transfer and critically examine a variety of issues related to the historical, political, and economic dimensions of the educational transfer process. Furthermore, the paper analyzes the issues around negotiation of access and engages with theoretical constructs of overcoming, staring, and internalizing ableism to demonstrate the ambiguities of personal experiences and the role of structures in shaping these experiences. The result has often been to integrate research into policy and practice across various disciplines and public service sectors, including education. Because the truth is all we've got. Literacies of post socialist childhood: Alternative readings of socialist upbringings and neoliberal regimes.
To animate an accessible and informed public debate on the relative merits and demerits of alternative education provision that leads to informed choice by governments and parents. Increasingly, the educational institutions feel under pressure to respond to globalization forces by preparing students to engage competitively and successfully with this new realm, lest their nations be left in the dust. They discuss contributions and implications of our work for different fields, including international relations, comparative education, childhood studies, collective biography research, and decolonial studies. Spanning diverse geopolitical settings that range from Southeast and Central Europe to the Caucasus and Central Asia, the chapters in this volume offer analyses of education policies and practices that the countries in this region have pursued since the fall of the Berlin Wall and the dissolution of the Soviet Union. What made this small pilot program so appealing in the eyes of the international development industry? First, we engage in rethinking and rewriting socialist past s through new and multiple frames to reveal possibilities for imagining postsocialist future s. Once history was abandoned as the only legitimate disciplinary foundation for the comparative study of educational systems, methodological changes followed suit.
It concludes by looking at the future of journal by understanding its original purpose and the contemporary debates within comparative education. This volume revisits the book edited by David Phillips and Michael Kaser in 1992, entitled Education and Economic Change in Eastern Europe and the Former Soviet Union. In addition to his contributions to advancing historical research and qualitative methodologies in comparative education, Brickman should also be remembered for his relentless efforts to protect academic freedom by encouraging epistemological and methodological diversity of the field. This collection of essays attempts to grapple with these complex issues, while highlighting that culture and politics closely intertwine with schooling and curriculum as parents, administrators, teachers, and students of different backgrounds and interests negotiate definitions of self and each other to construct knowledge in particular contexts. The authors provide not only a thick description of their cases, but also a critical assessment of various attempts to initiate and implement educational reforms aimed at the development of globally-minded citizens in various national settings. It also identifies challenges that confront education stakeholders and policymakers as they decide how to respond to the rapidly spreading and constantly changing phenomenon of private tutoring. This volume will provide a comparative account of the meanings and processes of post-socialist transformations in education by exploring recent theories, concepts, and debates on post-socialism and globalization in national, regional, and international contexts.