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Joseph Zajda 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2002,21(4):67-91
The aim of the article is to consider the treatment of education and policy in the International Review of Education between 1955 and 2001. The article focuses on the changing prominence given to various topics in education and policy in IRE during the period and the way conceptual thinking in this area has changed and developed. An attempt is made to link both the shifts in focus on various educational planning policy themes and issues, and the major paradigm shifts in the area, to the changes in perceived education and policy needs and problems in each decade during the period. 相似文献
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Zajda Joseph 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2002,48(1-2):67-91
The aim of the article is to consider the treatment of education and policy in the International Review of Education between 1955 and 2001. The article focuses on the changing prominence given to various topics in education and policy in IRE during the period and the way conceptual thinking in this area has changed and developed. An attempt is made to link both the shifts in focus on various educational planning policy themes and issues, and the major paradigm shifts in the area, to the changes in perceived education and policy needs and problems in each decade during the period. 相似文献
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Joseph Zajda 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2003,49(1-2):111-132
This article examines the impact of social change and economic transformation on adult education and lifelong learning in post-Soviet Russia. The article begins with a brief economic and historical background to lifelong learning and adult education in terms of its significance as a feature of the Russian cultural heritage. An analysis of Ministerial education policy and curriculum changes reveals that these policies reflect neo-liberal and neo-conservative paradigms in the post-Soviet economy and education. Current issues and trends in adult education are also discussed, with particular attention to the Adult Education Centres, which operate as a vast umbrella framework for a variety of adult education and lifelong learning initiatives. The Centres are designed to promote social justice by means of compensatory education and social rehabilitation for individuals dislocated by economic restructuring. The article comments on their role in helping to develop popular consciousness of democratic rights and active citizenship in a participatory and pluralistic democracy. 相似文献
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Zajda Joseph Zajda Rea 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2003,49(3-4):363-384
The collapse of communism in Russia in 1991 necessitated, among other things, the rewriting of school history textbooks, which had been dominated by Marxist-Leninist interpretations of historical events. The aim of this article is to evaluate the new postcommunist history taught in upper secondary schools, giving particular attention to how the models for Russian identity presented in the new textbooks redefine legitimate culture for students. Attention will also be given to the multiple perspectives on history that textbooks and other curriculum materials emphasize; these new methods contrast with the grand narrative that dominated the study of history before 1991. 相似文献