Russian education and society
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Russian Education and Society. SISRE 590/EDLPS 541 Steve Kerr Tuesdays, 1:30-3:20. Agenda for 3/31. The Course Student introductions Instructor introduction. Formative Influences . Imperial traditions Soviet variations Generalities: Russia: European or Asiatic? Western or Eastern?

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Russian Education and Society

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Russian education and society

Russian Education and Society

SISRE 590/EDLPS 541

Steve Kerr

Tuesdays, 1:30-3:20


Agenda for 3 31

Agenda for 3/31

  • The Course

  • Student introductions

  • Instructor introduction


Formative influences

Formative Influences

  • Imperial traditions

  • Soviet variations

  • Generalities:

    • Russia: European or Asiatic? Western or Eastern?

    • Spirituality: “Россию умом не понять....”

    • Worldview: Influence of the “Tatar Yoke” (Russia never experienced the Renaissance/Reformation)


Control

Control

  • From top down, all aspects of the educational system

    • Curriculum & materials

    • Structure and function of schools

    • Teacher education


Centralization

Centralization

  • Planning and budgeting

  • Change and "reform" programs

  • Preparation and dissemination of curricula, teaching approaches, etc.

  • Research and development efforts

  • Problematic for Russia’s large minority populations


Quality vs mediocrity

Quality vs. Mediocrity

  •  Special schools, big universities, advanced curricula – some of best in world

  • Rural schools, average kids, vocational-technical tracks – some of worst in the world

  • Pioneering efforts to work with special-needs students (but few efforts at integration)


Ideology

Ideology

  •  Pre-1917: Orthodox Church

  • Post-1917: Marxism-Leninism

  • Major component of all social sciences, arts (to some extent sciences)

  • Conformity required for advancement in the social system

  • After Stalin, increasing passive resistance to ideological demands


Late soviet disintegration

Late Soviet Disintegration

  •  By late 1970s:

    • System became increasingly non-meritocratic – access was a "consumer benefit"

    • Emerging stratification by school status -- specialized vs. regular, vocational schools

    • De-humanizing aspects of the system became increasingly obvious by early 1980s


Immediate post soviet period

Immediate Post-Soviet Period

  • Lots of experimentation: Schools, teaching methods, curricula, level of control and support

  • Many public intellectuals and scientists flocked to help schools

  • Emergence of new “voices” – publishers, newspapers, consultants, etc.

  • Quick re-stratification of schools and access by wealth, influence, status


Today

Today

  • Can the system help develop and support a modern economy?

  • Will more contemporary models of teaching and learning emerge?

  • Can rural-urban differences be reconciled?

  • And yet… Many schools "look and feel“ similar to what was present in 1960s-80s


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