Postcolonialism: A Valid Paradigm for the Former Sovietized States and Yugoslavia?

Carey, Henry F.; Raciborski, Rafal

doi:10.1177/0888325403259918

Cited by 33 publications

(18 citation statements)

References 2 publications

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“…Even within countries, east–west, urban–rural, core–periphery divides complicate any attempt to talk of a singular post‐socialist condition. Thomas Carothers is not alone when he concludes “that the vast variations in the post‐communist countries call into question the notion of ‘post‐communism’” (Carothers 1999, cited in Carey and Raciborski 2004:191; see also, inter alia, King 2000).…”

Section: Too Much Differencementioning

confidence: 99%

History, Geography and Difference in the Post‐socialist World: Or, Do We Still Need Post‐Socialism?

2008

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This paper seeks to build on ongoing work in east central Europe and the former Soviet Union—in geography and beyond—to think through the conceptualisation of post‐socialism. The rationale for this is threefold. Firstly, we see a need to understand post‐socialist conditions as they are lived and experienced by those in the region. Secondly, we seek to challenge the persistent tendency to marginalise the experiences of the non‐western world in a discourse of globalisation and universalisation. Thirdly, we identify a need to ask how the conditions of post‐socialism reshape our theorising more widely. Centring our analysis on history, geography and difference, we review a wide range of perspectives on the socialist and post‐socialist, but argue for a strategic essentialism that recognises post‐socialist difference without eclipsing differences. In outlining how we might understand history, geography and difference in post‐socialism, we draw on key theorisations from post‐colonialism (such as the articulation of the post‐ with the pre‐, the relationship to the west, the rethinking of histories/categories, the end of the post) and outline post‐socialisms that are partial and not always explanatory but nevertheless important.

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Section: Too Much Differencementioning

confidence: 99%

History, Geography and Difference in the Post‐socialist World: Or, Do We Still Need Post‐Socialism?

2008

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“…6 6Refer to, for example, Ferro (), Kappeler (), Carey and Raciborski (), Moore (), Khalid (), and Lazarus ().…”

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Escaping Homelands with Limited Employment and Tertiary Education Opportunities: Outbound Student Mobility from Post-Soviet Countries

Chankseliani

2015

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Despite the phenomenal growth in the numbers of international students, research focusing on mobile students from post‐Soviet countries is still extremely scarce. This paper offers an empirical investigation and theorisation of student mobility from post‐Soviet countries to contribute to the growing body of research on the topic of international student mobility that so far has largely focused on English‐speaking destination countries. Using secondary numeric data, I provide a snapshot of undergraduate student mobility differentials and examine whether particular characteristics of student home countries are associated with the proportion of their students studying abroad. The two variables of interest are the tertiary enrolments and the labour force participation of young people. The results show that countries with lower tertiary enrolments and lower labour force participation rates are more likely to have higher proportions of students studying abroad, when controlling for the population size and the GDP per capita. The regression model explains 77% of the variation in the outcome. The paper also examines the most popular destinations for students in order to show that their choices of destination countries seem to be somewhat limited and mainly revolve around countries within the region. I place the results in the context of scholarship on international student mobility and world‐systems theory to discuss the implications for individual states and individual students. Copyright © 2015 John Wiley & Sons, Ltd.

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“…Indigenous methodologies are approaches to research that seek via close collaboration with indigenous people to recover and affirm local cultural heritage. This approach to research may have profound implications for education in nations that have been colonized by foreign powers, and a relevant question sometimes raised by scholars is the extent to which postcolonial theory may even apply to some aspects of the conditions in states formerly associated with the USSR (Carey & Raciborski, 2004), despite the fact that many of these states are clearly European at heart. Readers may wish to consult special issues of the journal Comparative Education on the themes of "Postcolonialism and Comparative Education" (Crossley & Tikly, 2004) and "Indigenous education: Addressing current issues and developments" (May & Aikman, 2003) for detailed discussion of these related topics.…”

Section: Postcolonialism and Indigenous Epistemologiesmentioning

confidence: 99%

International Comparisons in the Improvement of Education

Hebert¹

2012

Journal of Pedagogy and Psychology "Signum Temporis"

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Imperfections -such as inequality and inefficiency of learning -are perennial problems for education despite a diversity of foundations on which national systems are established, which range from the idealistic vision of fostering a utopian society to the utilitarian objective of producing skilled workers capable of engendering economic growth. Despite sharing many common conditions and fundamental values, educators rarely learn valuable lessons from the successes and failures of highly relevant initiatives in distant nations. This problem may be attributed to several factors, not the least of which includes the entrenchment of local traditions and ethnocentric assumptions, but surely the quality and relevance of international-comparative research -and the way its results are disseminated -are issues that must also be taken into careful consideration. What are the unique lessons to be learned from international comparisons, and what are the prospective risks for how such comparisons may be misinterpreted and misused in educational settings? How can international comparative research be made more relevant, with tangible applications that may be recognized and effectively used by school teachers? How can international comparative education meaningfully examine subjects beyond the reach of standardized testing, in such domains as the fostering of creativity, talent, and ethical sensibilities, for example? These themes will be presented through discussion of both research findings and anecdotes from the personal experience of working for universities on four continents. Specific topics will include the challenges of accounting for conceptual equivalency and representing cultural differences, sampling and generalizability, reconciling the diverging aims of economic, anthropological, sociological, and psychological research, as well as grappling with the ambivalent discourse of globalization, multiculturalism, post-colonialism, and other social movements.

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Postcolonialism: A Valid Paradigm for the Former Sovietized States and Yugoslavia?

Cited by 33 publications

References 2 publications

History, Geography and Difference in the Post‐socialist World: Or, Do We Still Need Post‐Socialism?

History, Geography and Difference in the Post‐socialist World: Or, Do We Still Need Post‐Socialism?

Escaping Homelands with Limited Employment and Tertiary Education Opportunities: Outbound Student Mobility from Post-Soviet Countries

International Comparisons in the Improvement of Education

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