New Ideologies in Postcommunist Russian Textbooks

Lisovskaya, Elena; Karpov, Vyacheslav

doi:10.1086/447582

Cited by 34 publications

(18 citation statements)

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“…This is in line with Lisovskaya and Karpov's (1999) assertion that new Russian textbooks ignore areas in which current government can be blamed (social and economic problems). According to Dadebaev (2003), there is no shortage of literary works that explore changes in the social, economic, political and moral fabric of the society, the difficulties of the transition period, and life in rural areas.…”

Section: Preferred Values Related To National Identity and Citizenshipsupporting

confidence: 87%

“…In their analysis of post-communist Russia's curriculum in history, social studies and literature, Lisovskaya and Karpov (1999) concluded that Russia's revised curriculum reflected contradictory and dogmatic ideologies of nationalism, Westernization and reinterpretation of communism. Lisovskaya and Karpov reported that while the content of the new curriculum in Russia was no longer socialist, the high level of dogmatism of the Soviet period remained.…”

Section: Teaching Of Literature In the Soviet Periodmentioning

confidence: 99%

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Teaching the canon? Nation‐building and post‐Soviet Kazakhstan's literature textbooks

Asanova

2007

Compare: A Journal of Comparative and International Education

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This paper analyses Kazakhstan's new generation literature textbooks for Kazakh-medium schools, with a focus on national identity and citizenship constructs that the revised textbooks promote. By comparing the literature textbooks of the Soviet and post-Soviet periods, the paper discusses Soviet institutional and cultural legacies that continue to exist in Kazakhstan's literature curriculum. Implications of the recurrent patterns of nation-building discourse in the literature textbooks for democracy and social cohesion in Kazakhstan are also discussed.

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Section: Preferred Values Related To National Identity and Citizenshipsupporting

confidence: 87%

Section: Teaching Of Literature In the Soviet Periodmentioning

confidence: 99%

Teaching the canon? Nation‐building and post‐Soviet Kazakhstan's literature textbooks

Asanova

2007

Compare: A Journal of Comparative and International Education

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“…Textbooks with Russian funding referred more positively to Russian values, Russian nationalism and Russian Orthodox Christianity, while those with Western funding often ignored or deprecated Russian values They referred more positively and frequently to Western values and Westernization than did Russianfunded textbooks (Lisovskaya & Karpov, 1999).…”

Section: Travelling Policies and Local Spaces In Fsumentioning

confidence: 86%

Travelling Policy and Local Spaces in the Republic of Tajikistan: A Comparison of the Attitudes of Tajikistan and the World Bank towards Textbook Provision

Bahry

2005

European Educational Research Journal

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For newly independent Central Asian republics a debate has arisen about how much of the aims, content and pedagogy of old Soviet-era curricula to retain, how much to revise or replace, and with what. There is a need to replace and revise textbooks, which are wearing out and outdated. Financial crisis has made the financial support of external funding agencies necessary to do so, allowing these agencies great influence on choice of appropriate aims, objectives and pedagogy to be embodied in new textbooks, and thus on educational change in Central Asia. However, attitudes towards strengths and weaknesses of the existing system, and thus the need for change, may differ between Central Asian educational authorities and external donors. Policies recommended by external agencies may be accepted, adapted, resisted or rejected by local educators for various reasons. This study compares attitudes towards textbook provision policy expressed in two normative texts on educational needs in Tajikistan: one produced by Tajikistan authorities and one by the World Bank. While both express the importance of textbook development for educational reform, clear differences in priorities for textbook development and attitudes towards existing aims, content and pedagogies are identified. These differences suggest the need for increased dialogue between local authorities and external donors. Further, such dialogue should be extended to other key stakeholders in the reform process.

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“…During the seven decades of communist rule, history textbooks in the former USSR served as instruments of indoctrination, and their representations of history, society, and culture were distorted to match the dogmas of Leninism (Cary, 1976;Lisovskaya & Karpov, 1999). Soviet historians rewrote history several times in an effort to force both current deeds and ancient legends into the straightjacket of Communist party ideology.…”

Section: The Early Movement: Soviet History Educationmentioning

confidence: 99%

History education in transit: where to for Kazakhstan?

Kissane

2005

Comparative Education

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New Ideologies in Postcommunist Russian Textbooks

Cited by 34 publications

References 0 publications

Teaching the canon? Nation‐building and post‐Soviet Kazakhstan's literature textbooks

Teaching the canon? Nation‐building and post‐Soviet Kazakhstan's literature textbooks

Travelling Policy and Local Spaces in the Republic of Tajikistan: A Comparison of the Attitudes of Tajikistan and the World Bank towards Textbook Provision

History education in transit: where to for Kazakhstan?

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