排序方式： 共有19条查询结果，搜索用时 447 毫秒
1.
2.
In Central Asia, the post‐Soviet transformation period has been accompanied by significant economic and social costs, including the widening of the gender gaps in politics, economy and the social sphere. Tajikistan, which receives the largest amount of international aid and has the worst record of gender inequity in Central Asia, has quickly responded to the worsening situation by introducing quotas favoring female representation in politics, labor market and education. 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. 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. 相似文献
3.
Iveta Kestere 《Paedagogica Historica: International Journal of the History of Education》2017,53(3):318-341
AbstractThe goal of this article is to reveal how through school theatre activities under authoritarian rule, changes took place in pupil knowledge, skills, attitudes, and behaviour regarding culture, namely, how the process of cultural learning occurs. I use a historical case study, specifically the case of the Valmiera School Theatre, which was the leading theatre group, not only in Soviet Latvia, but also in the entire Soviet Union. My primary sources are eight unstructured interviews, 20 published memoirs, articles in the press, theatre programmes, and photographs. One part of Soviet pedagogy was aesthetic upbringing, which was implemented through state-funded collectives, including school theatre groups. By participating in theatre activities, students gained knowledge of cultural heritage (literature, theatre, art, etc.), the ability to perform and acquire skills in other practical fields, and developed an appreciation of culture as a value. I argue that cultural learning through theatre was demonstrated by the fact that the students transferred their knowledge, skills, and attitudes to a new context, namely, their places of work and public cultural activities (e.g. amateur theatres). This case study also reveals the specific role of school theatre in the process of cultural learning, as well as some sensitive issues in the relationship between knowledge-orientated or formal educational environments, and the informal creativity of school theatre. 相似文献
4.
5.
Iveta Ķestere 《Paedagogica Historica: International Journal of the History of Education》2014,50(6):844-851
This study on a “new” history of education is written from the perspective of a participant in the process of discarding Soviet intellectual and physical boundaries. The fall of the Berlin Wall has, over the past two decades, become a continuous process in post-Soviet societies, when the now liberated historians of education were faced with a new challenge, namely integration into the newly opened world. The only allowed theory, Marxism-Leninism, reduced historians of education to superficial methodology and its trivialisation. However, the collapse of the USSR did not immediately result in new theoretical concepts, because historians were busy discovering fresh facts in newly accessed archives and libraries. Soon, topics on the history of education were being addressed by social scientists, who had succeeded in learning the latest theories, enabling them to present historic material to the general public in a global context. “Acts-and-facts history” slowly lost its place in university courses. Similar to the Revisionists of the 1960s in the West, today historians of education in the Baltics look to the common narratives and borrow theories from the social sciences. Current research in Latvia focuses on the Soviet legacy, internationalisation of education and the stories of those “whose voices have not yet been heard”. 相似文献
6.
Colin Webster Iveta Silova Amy Moyer Suzanne McAllister 《Journal of Educational Change》2011,12(3):347-370
As the former socialist countries of Southeastern/Central Europe and the former Soviet Union have embarked on their journeys
from authoritarian to democratic societies in the early 1990s, education systems across the region have experienced major
changes. From curriculum revision to education finance reforms, virtually no aspect of the education systems has remained
untouched. While all post-socialist reform efforts have striven for large-scale, sustainable change, some initiatives were
more successful than others, and many reform efforts were short-lived. Focusing on pre-service teacher education reform in
Latvia, this article seeks to understand how educational leadership contributes to sustainability of educational reform in
the dynamic context of post-socialist education transformation processes. 相似文献
7.
This study explored, by comparative thematic analysis, the conceptualization of trust in news media in Serbia, Macedonia, and Croatia—three countries of Eastern Europe where past oppressive regimes might have left a heritage of distrust in all institutions. The analysis of 61 in-depth interviews showed the coexistence of three connotations of trust: trust as faith in news media as expert systems, trust in journalistic selectivity (found in all three countries), and trust as confidence in news media (found only in the Serbian sample). The analysis of the interviews also indicated a possible new dimension of journalistic selectivity and showed that, when looking for the truth in media messages, Serbians, Macedonians, and Croatians relied more on themselves than on the trustworthiness of their news media systems. The implications of these results on the measurement of trust in news media and on the relationship of Eastern Europeans toward their news media systems are discussed in light of sociological theories of trust, as well as specific historical, social, and cultural circumstances in the region. 相似文献
8.
In the last decade, gender equity has become one of the most prominent issues in education reform efforts worldwide. Yet, questions of gender equity have received very little attention in the education reform efforts in the post-socialist countries during the transition period. Focusing on the political, economic, and social changes of the 1990s, this article examines school-based gender equity as it is treated in textbooks, curriculum, teacher attitudes, school environment, leadership and tracking. The article presents gender-sensitive strategies for reform and explores how existing ‘gender-neutral’ education practices detrimentally affect gender equity in schools, providing country-specific examples. The article concludes with recommendations for teaching in transition, given the education sphere's strong potential to redress gender inequities. 相似文献
9.
Iveta Silova 《欧洲教育》2018,50(2):223-227
Professor Kazamias has argued that comparative education has lost its “soul,” by abandoning its historical and humanist episteme in the first half of the 20th century and turning to an ahistorical and nonhumanist social science today. This essay takes the readers on a journey across time and space in search of comparative education’s “soul,” briefly encountering a goddess in Greek mythology, a witch in medieval Europe, Alice in Wonderland, and Donna Haraway in the Chthulucene. 相似文献
10.