School, Reform and Society in the New Russia

Webber, Stephen L

doi:10.1057/9780333983522

Cited by 31 publications

(13 citation statements)

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“…Webber and Liikanen 2001;Webber 2000). Those studying post-secondary education have usually focused on the structures and the reforms of the legislation imparting the framework for higher education Zajda and Zajda 2007;Zajda 2007).…”

Section: Russian Higher Education and Cross-border Educationmentioning

confidence: 99%

In Search of the Status of an Educational Great Power? Analysis of Russia’s Educational Diplomacy Discourse

Mäkinen

2016

Problems of Post-Communism

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Section: Russian Higher Education and Cross-border Educationmentioning

confidence: 99%

In Search of the Status of an Educational Great Power? Analysis of Russia’s Educational Diplomacy Discourse

Mäkinen

2016

Problems of Post-Communism

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“…It is difficult to overcome this sort of structural bias in the curriculum. Webber (2000) notes that it was difficult for teachers to put their own ideas forward even in the later part of the Yel'tsin period. It has become even more difficult under Putin.…”

Section: The Use Of Language In Presentations Of the Stalinist Represmentioning

confidence: 99%

History as ideology: the portrayal of Stalinism and the Great Patriotic War in contemporary Russian high school textbooks

Nelson

2014

Post-Soviet Affairs

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Using data from fieldwork conducted in late 2009, this paper examines the Russian educational sphere and initiatives by the political elite to control and manipulate textbook content, testing objectives, and the structuring of curricula in order to maximize exposure to, and absorption of, its preferred narratives. Using a more detailed critical analysis of textbook content, I show that methods of discursive manipulation are used to highlight positive aspects of the Stalinist period -especially victory in World War II -while downplaying its political repression. This manipulation allows the state to both legitimize its version of Stalinist history and to perpetuate the underlying legitimizing function that version serves. In this way, the discourse implicitly justifies Putin's centralized state as the type of system that has historically produced great achievements for Russia. This article adds to the literature on the manipulation of educational content for political purposes generally, and in the case of Russia specifically.

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“…World Bank, 2002;Mertaugh, 2004). Human capital formation and economic development objectives as espoused by the international 'community' were overarching concerns of the banks and development nongovernmental organizations (NGOs) working in the area (Webber, 2000;Wedel, 2001).…”

Section: Education For What? Competing Global Viewsmentioning

confidence: 99%

Ownership of Education Reforms in the Kyrgyz Republic: Kto V Dome Hozyain?

DeYoung

2005

European Educational Research Journal

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An important subset of issues involved in describing the process of educational globalization emerges when considering the reception, response and/or rejection of international proposals, ideologies and agents by indigenous national and regional educators. This case study describes and discusses how foreign/Western education proposals and policies were solicited and then responded to by educators in the former Soviet republic of Kyrgyzstan, now an independent country, between 2001 and 2004. It also discusses the pivotal role of one key figure in the process, the former minister of education in Kyrgyzstan, now responsible for a large World Bank project to improve rural education in that country. A powerful figure both in her own nation and in the eyes of foreign sponsors, both American and European, her biography continues to illustrate both possibilities and tensions between the former education system and international hopes and designs for school reform in the Kyrgyz Republic.

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School, Reform and Society in the New Russia

Cited by 31 publications

References 0 publications

In Search of the Status of an Educational Great Power? Analysis of Russia’s Educational Diplomacy Discourse

In Search of the Status of an Educational Great Power? Analysis of Russia’s Educational Diplomacy Discourse

History as ideology: the portrayal of Stalinism and the Great Patriotic War in contemporary Russian high school textbooks

Ownership of Education Reforms in the Kyrgyz Republic: Kto V Dome Hozyain?

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