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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

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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