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von, der Krone Kerstin. « Mordechai Zalkin : Modernizing Jewish education in nineteenth century Eastern Europe ». HATiKVA e.V. – Die Hoffnung Bildungs- und Begegnungsstätte für Jüdische Geschichte und Kultur Sachsen, 2018. https://slub.qucosa.de/id/qucosa%3A34638.
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Lau, Garrett. « Roma Education in Post-Communist Eastern Europe : Pathways for Intervention to Reduce Incidents of Social Exclusion ». Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106782.
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Thesis advisor: Peter SkerryThe post-communist political shift to liberal democracies in Eastern Europe has given new hope to Romani communities scattered across the region. However, plagued by a history entangled with episodes of slavery, persecution, and extermination, many Roma remain wary about this transition, lacking faith that it truly extends beyond a nominal domain. This paper first offers a critical exploration into unpacking Roma culture – specifically their material disadvantage and discrimination – from both an abstract and realist perspective. By properly understanding the relationship between their experience with poverty and desires for cultural autonomy, forming a rational, multi-level plan to intervene becomes more accessible. Ultimately, this leads to a series of policy interventions, particularly in the realm of primary and secondary education. Looking closely at this one area of the Roma experience with non-Roma institutions could provide key insights into their interaction with other overlapping exchanges, help to break down the centuries-old legacy of distrust and antagonism between the two sides, and promote a healthier environment for cooperation
Thesis (BA) — Boston College, 2016
Submitted to: Boston College. College of Arts and Sciences
Discipline: Scholar of the College
Discipline: International Studies
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West, John. « Just what the doctor ordered ? : an analysis of the European Union's intervention in VET in Eastern Europe ». Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/10021712/.
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In the period before their accession to the European Union (EU) the formerly communist countries of eastern Europe were expected to reform their economic and social policies to satisfy EU-wide requirements and to become competitive in a market-orientated system. The countries were subject to pressure in the accession negotiations and eligible for aid to help them adapt. This thesis examines the influences that the EU brought to bear in the field of vocational education and training (VET) and investigates why the EU made the requirements that it did. The thesis adopts a historical methodology, tracing the previous evolution of EU policy on VET on the one hand, and the state of VET under communism in eastern Europe on the other. It then examines the factors impinging on VET caused by the pressures of economic transition and the accession process. The treatment of VET during the accession negotiations and in the programme of aid are investigated in detail. Interviews with a number of key participants in the process shed light on the assumptions and reactions of the main stakeholders. The thesis shows how the EU’s interventions stemmed largely from its internal policies on VET rather than from a diagnosis of the problems of individual eastern countries. The EU increasingly applied to the East the emphasis on lifelong learning and the methods of negotiated target-setting that it had evolved to make an impact with existing member states. Various common European instruments for VET which emerged after 2002 also impinged on the East, though they had been presaged by a distinctive approach to curriculum design which featured in aid projects in the East. At the level of specific policy areas, the thesis findings tend to support a neo-functionalist interpretation of what drives integration within the EU.
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Beaujouan, Eva, Zuzanna Brzozowska et Krystof Zeman. « The limited effect of increasing educational attainment on childlessness trends in twentieth-century Europe, women born 1916-65 ». Taylor & ; Francis, 2016. http://dx.doi.org/10.1080/00324728.2016.1206210.
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During the twentieth century, trends in childlessness varied strongly across European countries while educational attainment grew continuously across them. Using census and large-scale survey data from 13 European countries, we investigated the relationship between these two factors among women born between 1916 and 1965. Up to the 1940 birth cohort, the share of women childless at age 40+ decreased universally. Afterwards, the trends diverged across countries. The results suggest that the overall trends were related mainly to changing rates of childlessness within educational groups and only marginally to changes in the educational composition of the population. Over time, childlessness levels of the medium-educated and high-educated became closer to those of the low-educated, but the difference in level between the two better educated groups remained stable in Western and Southern Europe and increased slightly in the East.
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Renc-Roe, Joanna. « Academics in transition : internationalisation of academic professionals in Eastern Europe and the former Soviet Union ». Thesis, Keele University, 2011. http://eprints.keele.ac.uk/3849/.
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This thesis investigates the experiences of internationalisation among academics from Eastern Europe and the former Soviet Union, focusing on the role of internationalisation in the construction of academic identity, practice and approaches to university reform. The research is situated in the context of profound policy and ideological change in higher education systems in this region during the transition period, and in a wider discussion of global trends in higher education. The study adopts a qualitative and biographical approach, drawing on data from life story narratives elicited in interviews with twenty individual academics. Thus, the thesis presents an alternative look at internationalisation conceived not as an institutional policy but as individual experience responsible for the formation or reformulation of academic identity, values, dispositions and academic practices. The concept of individualisation is used as the main theoretical tool through which experiences of internationalisation can be studied and understood as elements of individual life story. The findings of this research concern the different ways in which a novel and hybrid or multiple set of academic identities and practices have been constructed on the basis of significant internationalisation experiences among academics located in particular (and partially shared) historical and policy contexts. Among the interviewed academics, internationalisation is found to be a very productive tool in the shaping of academic identity, practice and attitude towards university reform, which is reflected through a specific individualised life story.
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Temple, Paul R. « Social capital and institutional change in higher education : the impact of international programmes in Eastern Europe ». Thesis, University College London (University of London), 2004. http://discovery.ucl.ac.uk/10020464/.
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This thesis examines institutional change in higher education, through case studies of aspects of two broadly similar institutions in Poland and Romania. It finds that, during the 1990s, international programmes supported institutional change in these cases to a significant extent, although probably not with the results that the funding organisations anticipated. The case studies suggest that such programmes have been most effective in supporting change when they have encouraged relatively small-scale, academically-led initiatives, in contrast to national-level, externally-driven programmes. It is proposed that this difference in effectiveness in promoting sustainable organisational change relates to the extent to which international programmes have assisted in the formation of social capital within the institutions. Organisational social capital is formed through intense, local engagement in the activity concerned, leading to individual and institutional learning. Social capital created in one context may then be available to support other aspects of organisational development. Social capital theory thus provides insights into the process of organisational change, particularly in the complex structural and procedural circumstances of higher education. This thesis examines why social capital is an important, if often overlooked, factor in understanding change in these settings, particularly in Eastern Europe, where political arrangements before 1989 were not generally conducive to social capital formation. The particular organisational arrangements of the universities there are also important factors in understanding institutional change. A theoretical account of social capital formation and organisational change in higher education is offered, with proposals as to how this may be relevant to structural and operational matters in higher education institutions in transitional countries more widely. The thesis draws conclusions about how international projects in higher education might be designed so as to create social capital more effectively, and thereby to support sustainable institutional change.
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McManus, Clare. « Democratic consolidation in Poland : Polish higher education as an instrument of democratisation, 1989-1998 ». Thesis, University of Glasgow, 1999. http://theses.gla.ac.uk/5643/.
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Fărcaş, Teodora Viorica. « The development of accounting thought and accounting higher education in Eastern Europe : the case of Transylvania, Romania ». Nantes, 2013. http://www.theses.fr/2013NANT4025.
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Cette thèse porte sur l’histoire de la comptabilité en Roumanie et s’intéresse principalement à l’introduction de la comptabilité dans les disciplines de l'enseignement supérieur et à l’évolution de la pensée comptable en Transylvanie, l’une des principales provinces de la Roumanie. Située au nord-ouest du pays et ayant été à divers moments sous domination hongroise, austro-hongroise ou encore ottomane, ce n’est qu’en 1918 qu’elle est devenue partie intégrante de la Roumanie, avant d’être de nouveau occupée, pour une courte période, par la Hongrie en 1940. La parution, en 1837, du premier ouvrage de comptabilité en langue roumaine, écrit et publié en Transylvanie, marque le point de départ de la période étudiée. Celle-ci s’achève en 1950, avec la dissolution de l’Académie des Hautes Études Commerciales et Industrielles de Cluj, créée en 1920, une institution qui a joué un rôle primordial dans l’évolution de la pensée comptable durant la première moitié du XXe siècle. L’objectif de la thèse est de mettre en évidence l’importance de « l’école de comptabilité de Transylvanie » dans le développement de la pensée comptable en Roumanie, ainsi que dans celui de son enseignement et dans l’essor de la profession comptable. Ce travail repose sur une étude approfondie des écrits des auteurs comptables de la région, ainsi que sur des investigations archivistiques qui ont permis de reconstituer leurs biographies et de mettre en évidence leurs rôles respectifs dans les évolutions des différentes institutions étudiées : établissements d’enseignement supérieur et organisations professionnelles de comptables. Il s’appuie sur le concept d’école de pensée comptable élaboré par Previts (1972) tout en rattachant systématiquement les faits étudiés au contexte social, économique et politique dans lequel ils se sont déroulés. Il démontre en particulier l’importance de l’influence exercée sur l’évolution de la pensée comptable roumaine par l’école allemande de comptabilité ; l’une des plus fécondes du XXe siècle par sa participation à l’élaboration de certains des concepts qui se situent aujourd’hui aux fondements des normes comptables internationales.
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Haynes, Paul A. « Poland and the United States achieving American national interests in Eastern Europe in the 1990s / ». Monterey, California : Naval Postgraduate School, 1990. http://handle.dtic.mil/100.2/ADA241330.
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Thesis (M.A. in National Security Affairs)--Naval Postgraduate School, September 1990.Thesis Advisor(s): Winterford, David. Second Reader: Tsypkin, Mikhail. "September 1990." Description based on title screen as viewed on December 29, 2009. DTIC Identifier(s): Foreign policy, foreign aid, theses, Poland, United States, economics, history, USSR, military forces (foreign). Author(s) subject terms: Poland, history, political development, military policy, United States policy. Includes bibliographical references. Also available in print.
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Vogler, Sabine, August Österle et Susanne Mayer. « Inequalities in medicine use in Central Eastern Europe : an empirical investigation of socioeconomic determinants in eight countries ». BioMed Central Ltd, 2015. http://dx.doi.org/10.1186/s12939-015-0261-0.
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Equitable access to essential medicines is a major challenge for policy-makers world-wide, including Central and Eastern European countries. This study analyses whether socioeconomic determinants influence the use of prescribed and non-prescribed medicines in eight Central and Eastern European countries (Bulgaria, Czech Republic, Hungary, Latvia, Poland, Romania, Slovenia, Slovakia). Further, the study discusses observed (in)equalities in medicine use in the context of the pharmaceutical policy framework and the implementation in these countries. The study is based on cross-sectional data from the first wave of the European Health Interview Survey (2007-2009). Multivariate logistic regression analyses were carried out to determine the association between socioeconomic status and medicine use (prescribed and non-prescribed medicines). This was supplemented by a pharmaceutical policy analysis based on indicators in four policy dimensions (sustainable funding, affordability, availability and accessibility, and rational selection and use of medicines). Overall, the analysis showed a gradient favouring individuals from higher socioeconomic groups in the consumption of non-prescribed medicines in the eight surveyed countries, and for prescribed medicines in three countries (Latvia, Poland, Romania). The pharmaceutical systems in the eight countries were, to varying degrees, characterized by a lack of (public) funding, thus resulting in high and growing shares of private financing (including co-payments for prescribed medicines), inefficiencies in the selection of medicines into reimbursement and limitations in medicines availability. Pharmaceutical policies aiming at reducing inequalities in medicine use require not only a consideration of the role of co-payments and other private expenditure but also adequate investment in medicines and transparent and clear processes regarding the inclusion of medicines into reimbursement. (authors' abstract)
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Bateson, Rositsa. « The role of student services in enhancing the student experience : cases of transformation in Central and Eastern Europe ». Thesis, University of Southampton, 2008. https://eprints.soton.ac.uk/66747/.
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This research project examines the role of student services in universities in Central and Eastern Europe at a time of rapid transformation of the higher education sector, following from the collapse of the socialist period in 1989 and the implementation of the Bologna process after 1999. Conducted in the period 2004- 2006, the research process aimed to identify the major factors of institutional change, and to what extent are students, and services for students, considered a driving force for organisational restructuring. Based upon a comparative qualitative study of four public universities in Hungary, Romania, Croatia and Serbia, this project found ample evidence of institutional change and introspection, innovation, achievement, as well as awareness and critical analysis of weaknesses. However, the main expectation to find students as active agents in institutional change and in the improvement of the old and the provision of new services for students was not supported by the findings in this study. Although the four universities in this project share the characteristics of an allencompassing change process, students, and services for students, still play a marginal part in determining institutional priorities and in influencing the service provision and culture. Having anticipated the lack of awareness of the role of student services in organisational management, this project examines the reasons for this from a historical perspective, using a comparative approach to development trends in the United States, continental Europe, and Central and Eastern Europe. It further suggests a model of integrated student services, based upon the actual experience of the Central European University, but defined and analysed against the context of the region. This research project coincides with a growing awareness in public policy debates in continental Europe of the importance of institutional student support services. As the first study of institutional practices with regard to student services in Central and Eastern Europe, it anticipates the reform in this area and the integration of student services as part of the university core.
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Dobbins, Michael. « Comparing higher education policies in central and eastern Europe : to converge or not to converge ? = Vergleichende Hochschulpolitik in Mittel- und Osteuropa / ». Konstanz, 2008. http://opac.nebis.ch/cgi-bin/showAbstract.pl?sys=000256363.
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Romenska, Sandra. « Processes of institutional innovation in higher education in central and eastern Europe in the period 1989-2005 : five higher education institutions supported by the Hesp/Open society institute network ». Thesis, University of Oxford, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.553062.
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This thesis presents the results of a study of institutional innovation in higher education. After 1989 the structures and systems of higher education in a number of countries in Central and Eastern Europe were exposed to turbulent pressures from their radically changing environments, triggered by the fall of the communist regimes in the region. As a consequence, during the period of transition of the post- communist societies towards democratisation and market reform, new higher education institutions emerged, and new actors entered the higher education scene. Despite the potential of these developments to expose how and why innovative higher education institutions develop, there is a deficit of studies which systematically examine the pathways of change in post-communist higher education, especially from a comparative perspective. This research shortage becomes even more evident if thematically relevant areas are considered - comparative higher education research, research on change and innovation, and the burgeoning body of literature on institutions. As a result, individual explanatory factors, as well as causes of the differences and similarities in the institutional transition remain ambiguous. The study reported in this thesis focused on five higher education institutions established after 1989 in four countries in Central and Eastern Europe. The institutions were selected from a network of innovative higher education institutions, supported by one of the principal non-governmental organisations investing in the reform of post-communist higher education. The study was guided by the following research questions: How did the five higher education institutions develop in the period between 1989 and 2005? What descriptive and analytical ideas regarding the establishment and development of their institutions are revealed by participants in the study? The thesis begins with a review of historical developments in higher education in Central and Eastern Europe after the fall of the communist regimes. Chapters One to Four draw on this historical account to build the structure of the analytical and methodological framework of the study, by incorporating analyses of relevant literature on higher education, institutional theories and innovation. Gaps in existing literature are identified and linked with the rationale of the study, which serves to support the formulation of the research questions. The empirical analysis in Chapters Five to Seven seeks to address the two research questions by examining evidence, generated from interviews with members of the five higher education institutions selected for this study, representatives of organisations supporting the institutions, and documentary evidence. The individual histories of the five higher education institutions and the non-governmental programme which supported them are explored. Evidence of participants' ideas about the innovative strategies of their institutions, the evolution of their institutional missions with the change in the nature of their relationship with the state and their funders, and the challenge of achieving sustainability serves to construct an account of institutional innovation as a dynamic balance between processes of imitation, recombination, transfer and invention. Finally, the findings of the study are discussed with reference to existing research. The insights gained in the study map out the fertile ground for exploring further considerations, relating to the emergent view of institutional innovation in higher education. The idea that innovations and institutions, rather than ruling each other out, could be parts in the same continuous process may be a simple one, but it is an idea worthy of further exploration.
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Salapatas, Dimitrios Filippos. « The Fellowship of St Alban and St Sergius : quest for truth, quest for theology, quest for unity : an exploration of Eastern Orthodox and Anglican ecumenical theological and ecclesiological relations from 1927 until 2012 ». Thesis, University of Winchester, 2016. http://repository.winchester.ac.uk/316/.
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This thesis aims to examine the Fellowship of St Alban and St Sergius, an ecumenical body that promotes relations between various Christian denominations. Despite being founded on the grounds to promote relations and dialogue between the Anglicans and the Orthodox, it has widened this scope, introducing new churches in its life, conferences, publications and history. In the first and second chapters of this thesis the first eighty five years (1927-2012) of its history are explored, identifying the Society’s strengths and weaknesses in achieving its objectives, whilst studying its theological approaches to the reunion work, understanding that this body has been a progressive fellowship, theologically and ecclesiastically. The third chapter investigates the life and the theological, philosophical and historical views of Nicolas Zernov, who had as a life goal to foster relations between the churches, whilst also promoting Orthodox and Russian topics to a Western audience. The final chapter examines two themes by two important members of the Fellowship, Metropolitan Kallistos of Diokleia’s ideas on deaconesses and women priests and former Anglican Archbishop Rowan Williams’ views on icons. These two topics are interesting and current for the continuation of the relations between the Orthodox Church and the Anglican Communion, trying to further understand each other in order to eventually achieve what many in the Fellowship profess and what the Bible promotes, ‘that they all may be one’ (John 17:21). The conclusion of the thesis assesses the work of the Fellowship, whilst also looking into the post 2012 objectives and achievements of the Fellowship and the future goals of the Society. Therefore, this paper is a quest for truth, a quest for theology and a quest for unity.
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Sych, S. « Constructing identities of alumni relations professionals in Central and Eastern European higher education ». Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/1566714/.
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The purpose of this study is to explore the ways alumni relations (AR) specialists in Central and Eastern European (CEE) higher education institutions construct their professional identities, and factors affecting the construction of these identities. These issues are investigated through the prism of literatures on “alumni relations,” “professionalism” and “identity,” viewing the construction of identity as a reflexive process between individuals and the structures in which they operate. A qualitative analysis has been undertaken with thirteen institutions, comprising in-depth semi-structured interviews with 16 purposefully recruited alumni relations specialists, from eight Central and Eastern European countries. The data gathered throughout this research has been synthesized to explore and map the complex process of constructing professional identity. Given the limitations of this small-scale study and its interpretivist epistemological positioning, a framework has been developed to gain a more nuanced understanding of the topic. Accordingly, three emerging themes have informed the exploration of the AR professional identity construction: how professional identity is manifested; the role of the career trajectory, and institutional context factors. Consequently, some characteristics of a pronounced AR professional identity and factors affecting it, are suggested. The latter include composite institutional structure variables (e.g. peripheral, secondary, support or core AR institutional positioning) and type of career trajectory profile (e.g. specialist, experimenter, and resident). A number of areas associated with inhibiting or facilitating professional identity construction and the development of roles in response to changing contexts have been identified, including a “strained” AR professional identity, the role of institutional leadership and a lack of AR professional development opportunities. Possible future directions for research and implications for practice are discussed, including the role of professional development and key influencers, such as institutional leadership and practitioners with a strong AR professional identity, in fostering AR professional projects, and mitigating factors that inhibit this process.
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Flagler, Marita Nika. « Clusters of strength a case study of the educational resilience of a post-institutionalized adopted child from Eastern Europe / ». Access citation, abstract and download form ; downloadable file 12.22 Mb, 2004. http://wwwlib.umi.com/dissertations/fullcit/3131698.
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Seeger-diNovi, Brunhild Brigitte. « Eastern European Immigrant Youth Identity Formation and Adaptation in an Urban University Context ». Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/145949.
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SociologyPh.D.
This study examines the childhood emigration, cultural and linguistic transitions and adaptation pathways of Eastern European immigrant students on an urban university campus. Although Eastern Europeans and immigrant children represent a substantial segment of the immigrant population in the U.S. they are understudied groups. After the collapse of the Soviet Union large numbers of migrants emigrated from the former Soviet Republics, but less is known about their experiences compared to other immigrant groups. Immigrant children have historically come to the U.S. since its inception but compared to the adult experience their status has been rendered ambiguous and their experiences marginalized to such an extent that they have largely been invisible in the literature. Commonly children are referred to as "children of immigrants" rather than assigned their own category of "immigrant children." While it is generally acknowledged that primary socialization of children influence their secondary socialization, the influences of child migrants' inculcation in the first culture, migration, acculturation and integration experiences with associated emotions have not been sufficiently considered. There is a general assumption in much of the immigrant scholarships that the cultural influences of the first country on child migrants are essentially negated by the acculturation process in the U.S., and this conjecture leads scholars to construct various generational categories that collapse immigrant children with the second generation native-born youth in their analysis thereby potentially skewing or obscuring critical outcome information. Since immigrant children's voices have largely been missing in the research process, through 34 in-depth interviews with Eastern European immigrant college students, we examined the extent to which the child migrants experienced the migration dislocation and incorporation as well as the possible lasting consequences in their adaptation pathways, self-identifications, social interaction, and standpoints on societal issues associated with emotional acculturation. Collectively, the Russian and Ukrainian immigrant students' narratives about their college experience indicated that they were meeting with success academically, were focused on individual goals, expressed appreciation for diversity, and were integrated into the social and professional organization on the university campus. However, most of the participants who emigrated during childhood reported that they had difficult or traumatic migration transitions in their first U.S. schools and neighborhoods, and often they recounted emotionally the memories of these profound events associated with their acculturation during the interviews. As a group, the Eastern European students expressed that both positive and negative immigration and transitional experiences, perspectives gained from the shared struggle with their parents, openness to diversity, achievement orientation, and work ethic are some of the differentiating characteristics that set them apart from their native-born American siblings, and the second-generation Russian and Ukrainian children of immigrants. Most of the Russian and Ukrainian immigrant students on campus socialized with other immigrants of diverse backgrounds, mainstream American students, least often with co-ethnics and rarely with second-generation co-ethnics or native minorities. When we conceptualize the social interaction boundary to include all immigrants, then the participants in this study may be considered "immigrant in-groupers" following in a modified form some of the findings of Grasmuck and Kim (2010) that investigated the social mixing patterns of four ethno-racial groups on the same campus. Although most of the participants had reported overall positive high school experiences, those who contended with social development issues, understanding the American culture, and the English language on the campus disproportionately represented those who had reported overall traumatic childhood integrations. As a group they embraced the ideology of meritocracy, and those who had reported traumatic childhood acculturation experiences more often adhered to the standpoint that white people were not more privileged and that equal opportunity exists for all. When we considered identity formation we found substantial complexity in the Eastern European immigrant students' self-identifications with a tendency to resist labels. Salient non ethnic (cosmopolitan/global/role) identity claims, hybrid or multi layered ethnic self-identifications that included salient non ethnic components emerged from their narratives. None of the participants identified solely as "American" but included it or referred to degree of "Americanization" as an element in their self-identification. The totality of the dominant patterns that emerged from the Eastern European immigrant students' narratives lend support for the standpoint that in research concerning outcomes for immigrant children, methodologies are warranted that take into account age at arrival, developmental stages, engendered emotions during childhood acculturation, and the standpoint of the foreign-born children. Concomitantly, the model of segmented assimilation does not theorize the potential impact of emotions on school age children who negotiate divergent peer contexts of reception without their parents. This investigation indicates that children's reaction to the nature of their acculturation may be manifested differentially when considering social psychological adjustment, adaptation, and mobility, and that the emotional legacy of childhood migration experiences ought to be considered at least equal to structural features such as governmental policies toward them, the composition of their enclaves, and labor market conditions.
Temple University--Theses
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Poyraz, Serdar. « Science versus Religion : The Influence of European Materialism on Turkish Thought, 1860-1960 ». The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1290905453.
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Thomas, Emel. « 'What is racism in the new EU anyway?' : examining and comparing the perceptions of British 'minority ethnic' and Eastern European 'immigrant' youth in Buckinghamshire ». Thesis, University of Cambridge, 2013. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608042.
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Throughout the last twenty years, following accession to the European Union (EU), legal economic migrants (and their families) have the right to live and work in European member states. Economic migrants who are European citizens of member states now assume immigrant status and co-exist in countries with pre-existing immigrant communities that have affiliations to the former British Empire. With demographic composition changes of immigrant communities in Europe, difference and discrimination of populations from diverse cultural backgrounds has become a focal issue for European societies. A new, multi-ethnic Europe has thus emerged as one context for understanding cultural uncertainties associated with youth and migration at the end of the twentieth century and the start of the twenty first century. These uncertainties are often associated with the impact of new nationalisms and xenophobic anxieties which impact mobility, young people, and their families (Ahmed, 2008; Blunt, 2005). In this dissertation I seek to examine young peoples’ experiences of migration and school exclusion as they pertain to particular groups of immigrant and minority ethnic groups in England. In particular, the study explores the perceptions and experiences of two groups of diverse young people: British ‘minority ethnic’ and more recently migrated Eastern European ‘immigrant’ youth between the ages of 12-16. It provides some account of the ways in which migrant youth’s experiences with both potential inclusion and exclusion within the English educational system, particularly in relation to the comparative and temporal dimensions of migration. Young people’s opinions of inclusion and exclusion within the English educational system are explored in particular, drawing, in part, upon the framework of Critical Race Theory (CRT) and other theoretical positions on ethnicity and migration in order to paint a picture of contemporary race relations and migration in Buckinghamshire county schools. The methodological approach is ethnographic and was carried out using qualitative ethnographic methods in two case secondary schools. The experiences and perceptions of 30 young people were examined for this research. Altogether, 11 student participants had Eastern European immigrant backgrounds and 19 had British minority ethnic backgrounds (e.g. Afro Caribbean heritage, Pakistani/South Asia heritage, and African heritage). The methods used to elicit data included focus groups, field observations, diaries, photo elicitation, and semi-structured interviews. Pseudonyms are used throughout to ensure the anonymity of participants and to consider the sensitivity of the socio-cultural context showcased in this dissertation. Findings of the study revealed that Eastern European immigrants and British minority ethnic young people express diverse experiences of inclusion and exclusion in their schooling and local communities, as well as different patterns of racism and desires to be connected to the nation. The denial of racism and the acceptance of British norms were dominant strategies for seeking approval amongst peers in the Eastern European context. Many of the Eastern European immigrant young people offered stories of hardship, boredom and insecurity when reflecting on their memories of post-communist migration. In contrast, British minority ethnic young people identified culture shock and idealised diasporic family tales when reflecting on their memories of their families’ experiences of post-colonial migration. In the schooling environment both Eastern European immigrants and British minority ethnic young people experienced exclusion through the use of racist humour. Moreover, language and accents formed the basis for racial bullying towards Eastern European immigrant young people. While Eastern European immigrant youths wanted to forget their EU past, British minority ethnic young people experienced racial bullying with respect to being a visible minority, as well as in relation to the cultural inheritance of language and accents. The main findings of the research are that British minority ethnic young people and Eastern European immigrant young people conceptualise race and race relations in English schools in terms of their historical experiences of migration and in relation to their need to belong and to be recognised, primarily as English, which is arguably something that seems to reflect a stronghold of nationalist ideals in many EU countries as well as the United Kingdom (UK). Both of these contemporary groups of young people attempted both, paradoxically, to deny and accept what seems to them as the natural consequences of racism: that is racism as a national norm. The findings of this study ultimately point towards the conflicts between the politics of borderland mentalities emerging in the EU and the ways in which any given country addresses the idea of the legitimate citizen and the ‘immigrant’ as deeply inherited and often sedimented nationalist norms which remain, in many cases, as traces of earlier notions of empire (W. Brown, 2010; Maylor, 2010; A. Pilkington, 2003; H. Pilkington, Omel'chenko, & Garifzianova, 2010).
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O'Shea, Gillian. « An Interpretative Phenomenological Analysis (IPA) study of Eastern European migrants' experiences of arriving at, and sense of belonging to, a mainstream secondary school in the UK ». Thesis, University of Essex, 2018. http://repository.essex.ac.uk/23385/.
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The UK is a highly diverse country which over the last 10 years has seen a vast increase in immigration with the majority of migrants being from Eastern Europe. The aim of this research was to increase our understanding of Eastern European, migrant students' experiences of transition from their home country to the UK and their experiences of starting secondary school here. The research also aimed to explore how these students experienced a sense of belonging to secondary school. By conducting this research, I hope to add to the psychological understanding of the experiences of this specific group of young people, by giving them a voice that may not otherwise be heard. Semistructured interviews were carried out with five Key Stage 4 students, from four different Eastern European countries. All students were first generation migrants and had arrived in the UK from their home country within the last three years. Interpretative Phenomenological Analysis was used to analyse the interview data. This led to the emergence of subordinate and superordinate themes for each participant. This was followed by the development of six overarching themes: 'adjusting to change'; 'a journey towards a sense of belonging'; 'a time of vulnerability'; 'the power of self-belief'; 'identity in a new place' and 'a need for support'. Findings are discussed in relation to previous research and relevant psychological theory. Implications of the findings for Educational Psychologists and school staff are also considered.
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Troncy, Christel. « Institutionnalisation de formations francophones en contexte non francophone : politiques curriculaires et statut du français : l'université Galatasaray en Turquie (1992-2012) : une étude de cas élargie à d'autres formations en Europe orientale ». Thesis, Le Mans, 2016. http://www.theses.fr/2016LEMA3003/document.
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Comment s'’institutionnalise dans la durée le statut du français comme langue d’'enseignement dans des formations universitaires en contexte non francophone ? L’'hypothèse principale est celle d’'une faible institutionnalisation du statut curriculaire du français en contexte non francophone, due notamment aux acteurs producteurs de la politique curriculaire universitaire, de moins en moins engagés dans un curriculum en français.L’'étude de l’'évolution de la politique curriculaire de l’'université Galatasaray - université créée en 1992 sur la base d’'un accord franco-turc - est envisagée selon une démarche qualitative et inductive, au moyen d’'une étude de cas élargie à d’'autres formations francophones, de moindre ampleur, mais créées à la même période au tournant des années 1980-1990 en Turquie et dans d’'autres pays d’Europe orientale. L’'étude s’'appuie sur un vaste corpus de données d’'archives et de données d’'entretiens. Les différents éléments recueillis sur plusieurs formations, permettent de mettre à jour des processus d’'institutionnalisation initiaux du statut du français communs à ces formations et à l’'université Galatasaray. Toutes sont représentatives d’'une période particulière, de courte durée, propice à un mouvement de création de formations universitaires francophones dans ces contextes globalement non francophones d’'Europe orientale.Dans la majorité des cas, à des degrés divers, vingt ans après, le statut du français apparaît d’autant plus instable que les réseaux d’'acteurs producteurs de la politique curriculaire universitaire sont faibles et que le statut du français est de moins en moins consensuelHow does the status of the French language as the teaching language for the courses become institutionalized in academic training programs, within a non French-speaking context? The main assumption is that of a weak institutionalization of the curricular status of the French language in a non French-speaking context, due in particular to the players, who generate the academic curricular policy while being less and less committed to a curriculum in French.The study of the curricular policy evolution at Galatasaray University — a university created in 1992 on the basis of a franco-turkish agreement is —considered along the lines of a qualitative and inductive approach, by means of a case study extended to other training programs in French, of a lesser scope but created during the same era, at the turn of the 1980s-1990s in Turkey and in other Eastern Europe countries. The study relies on a vast corpus of archival data and interview-gathered data. The elements concerning the selected training programs enable us to bring to light some initial institutionalization processes of the status of the French language, that are common to these training programs and to Galatasaray University. All are representative of a particular era, of short lasting, propitious for a movement of academic training programs creation, in French, within these globally non French-speaking contexts in Eastern Europe. In the majority of cases, at various degrees, twenty years later, the status of the French language appears all the more unstable that the networks of players who generate the curricular academic policy are weak, and that the status of the French language is less and less consensual
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Schneider, Ulrike. « Der Erste Weltkrieg und das ‚Ostjudentum‘. Westeuropäische Perspektiven am Beispiel von Arnold Zweig, Sammy Gronemann und Max Brod ». HATiKVA e.V. – Die Hoffnung Bildungs- und Begegnungsstätte für Jüdische Geschichte und Kultur Sachsen, 2016. https://slub.qucosa.de/id/qucosa%3A34825.
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KYRIAZI, Anna. « Revisiting the question of institutional design in ethnically divided societies through the lens of minority education : comparative perspectives from Europe’s Eastern periphery ». Doctoral thesis, 2017. http://hdl.handle.net/1814/49644.
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Defence date: 18 December 2017Examining Board: Professor Hans-Peter Blossfeld, European University Institute (Supervisor); Professor Anna Triandafyllidou, European University Institute; Professor Zsuzsa Csergő Queen’s University; Professor Matthias vom Hau, Institut Barcelona d’Estudis Internacionals
This thesis puts in a new light the old problem of institutional design for ethnically divided societies. The lens through which I examine this question is mass education, a key mechanism of cultural reproduction and ethno-national homogenization. In doing so I integrate the insights of various intellectual traditions, including the most recent developments in the field of comparative ethnicity and nationalism, as well as neoinstitutional analysis. The logic and method of the thesis is comparative, based on case studies from Europe’s Eastern periphery. It draws its evidence from a variety of sources, including interview material and the related historiography. I begin by delineating the general research problem, reviewing the existing theoretical and empirical literature, and outlining the place of my study in it. A historical and contemporary examination of the basic demographic and policy frameworks in East-Central Europe follows, with the aim of familiarizing the reader with the overall factual context within which the thesis is framed. This leads to the discussion of the comparative logic adopted and the overall methodological approach. The next three analytical chapters interrogate a different sub-question each, based on the contrasting assessment of a pair of carefully selected cases. Despite their differences in substance, approach, and design, these analyses jointly advance the understanding of the drivers of institutional choice and change in ethnically divided societies. But they also go beyond that in their explorations of the ways culture, identity and politics interlink more generally.
Chapter 2 'Culture and politics in Europe’s Eastern periphery' of the thesis draws upon an earlier article published as an article 'The education of minorities in Bulgaria and Romania : analyzing the formation and articulation of preferences' (2016) in the journal 'Ethnicities'
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Padure, Lucia. « The Politics of Higher Education Reforms in Central and Eastern Europe. Development Challenges of the Republic of Moldova ». Thesis, 2009. http://hdl.handle.net/1807/19157.
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This thesis examines factors that underscored higher education reforms in Central and Eastern Europe during the transition period from 1990 to 2005. The study explores higher education reforms in three national settings – Hungary, Romania and the Republic of Moldova, and presents a detailed analysis of the Moldovan case. Rooted in critical approaches to development, transition reforms and policy analysis in higher education, it addresses the new realities of global capitalism, inequitable distribution of power between the industrialized nations and the rest of the world, and the ways in which this power distribution impacts higher education systems in Central and Eastern Europe.
Historical analyses, a qualitative cross-national analysis of HE systems in three nations, and interviews with Moldovan higher education policymakers provided rich data on higher education reforms in the region and selected nations. Higher education evolved from institutions serving very select elite in the Middle Ages to universities driving modernization in the 19th and the first half of the 20th century, and to diverse institutional types - universities, colleges, institutes - underscoring the massification of higher education after WWII. Policies pursued by Hungarian, Romanian and Moldovan leaders to expand higher education were informed by the national socio-economic, political and demographic contexts, the dominant global development agenda, and international institutional practices.
The capacity of national leaders to carry out higher education reforms was limited by the colonial and post-colonial relationships that were established over centuries between each of these nations and stronger regional powers, such as the Habsburg, Ottoman and Russian Empires, the Soviet Union, and the European Union. Major regional powers had a significant role in the formation of nation states, educational institutions and higher education politics. At the same time, national elites used language and ethnic policies to shape social and higher education developments and build national identities.
By bringing an international perspective to the analysis of reforms in Central and Eastern Europe, by focusing on Hungary, Romania and Moldova, and by drawing on critical theory and post-colonial studies, this research study contributes to the international scholarly discussion of higher education and development reforms, enriches methodological developments in the field of higher education, and advances the discourse of comparative higher education.
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« Therapeutic art education : The effects of an exemplary curriculum on the self-esteem of children living in internats in Eastern Europe ». CALIFORNIA STATE UNIVERSITY, LONG BEACH, 2010. http://pqdtopen.proquest.com/#viewpdf?dispub=1481765.
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Faitar, Gheorghita Mihaela. « The role of accreditation in the encouragement, restriction and steering of private higher education in Eastern Europe A case study of Romania / ». 2006. http://proquest.umi.com/pqdweb?did=1147197711&sid=2&Fmt=2&clientId=39334&RQT=309&VName=PQD.
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Thesis (Ph.D.)--State University of New York at Buffalo, 2005.Title from PDF title page (viewed on Oct. 24, 2006) Available through UMI ProQuest Digital Dissertations. Thesis adviser: Johnstone, Bruce D. Includes bibliographical references.
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Dobbins, Michael [Verfasser]. « Comparing higher education policies in central and eastern Europe : to converge or not to converge ? = (Vergleichende Hochschulpolitik in Mittel- und Osteuropa) / vorgelegt von Michael Dobbins ». 2009. http://d-nb.info/993029981/34.
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Dragne, Cornelia. « Women in higher education and their road through Romania's second modernity ». Thesis, 2009. http://hdl.handle.net/1828/1502.
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This study explores the conditions in which women teaching and conducting research in the fields of computer science, computer engineering and information technology in six Romanian universities live and work. The research begins from women’s concerns and practices of everyday life, rather than those of institutions and disciplines. This exploratory work asked two fundamental questions of the women interviewed: what does it mean to be a woman academic in these high-tech disciplines, and what does it mean to be a second world academic. Employing a critical feminist ethnographic framework, the study explored the professional lives of seven women academics whose ranks varied from Lecturer to Professor through in-depth, face-to-face interviews. A number of documents were also reviewed in order to create a context for the major social and political changes in Eastern Europe – including its new connections to Europe – that had an impact on the professional journeys of women academics in Romania. Findings convey a multiplicity of conscious and unconscious inclusion and exclusionary practices, and ways in which gender, technology, higher education, neo-liberalism and globalisation are bound together. The findings reveal nuanced systemic gender exclusionary practices suggesting that the theoretical underpinnings and practice of gender equality employed in Romania and by Romanian higher education institutions needs much further study. Women academics in computing face a complex interplay of discouraging factors such as severe financial austerity and the masculine domination of the disciplines being most salient. The implication for educational change is the need to establish structures and mechanisms to foster honest debate around the dilemma: equality of opportunity, equality of outcome versus gender mainstreaming which has been the normative action in Eastern Europe for decades.
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« Jugendliche im Zeitalter der Globalisierung : eine vergleichende Pilotstudie in Ostdeutschland, Polen und Russland ». Universität Potsdam, 2011. http://opus.kobv.de/ubp/volltexte/2011/5108/.
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In Zeiten von PISA-Vergleichsstudien sind die sozialen Probleme Jugendlicher im Zusammenhang mit der Globalisierung, insbesondere in Osteuropa, etwas aus dem Blick geraten. Rund 20 Jahre nach dem Systemumbruch in Mittel- und Osteuropa stellt sich jedoch die Frage, was Jugendliche in Polen, Russland und Deutschland vereint bzw. noch trennt. Dieser zentralen Frage geht der vorliegende Band – anhand eines Kulturvergleichs – in drei Länderbeiträgen nach und untersucht Gemeinsamkeiten und Unterschiede zwischen den Jugendlichen hinsichtlich deren Einstellungen, Lebens- und Wertvorstellungen u. ä. Angesichts „unsicherer Zeiten“ ist davon auszugehen, dass die sozialen Probleme Jugendlicher auch künftig nicht geringer werden. Deshalb wird die Beobachtung, Analyse und Begleitung der Jugendentwicklung in Osteuropa eine wichtige Aufgabe bleiben – sowohl für Sozial- und Bildungsforscher als auch für Lehrer, Erzieher und Sozialarbeiter.In times of PISA-comparison studies the social problems of young people in the context of globalization, particularly in Eastern Europe, are out of sight. 20 years after the system change in Central and Eastern Europe raises the question of what unites or even separates young people in Poland, Russia and Germany (20 years after the system change in Central and Eastern Europe the question of what unites or still separates young people in Poland, Russia and Germany raises). This question is central to the present volume - in three countries to contributions and examines the similarities and differences between young people regarding their attitudes, life and values, etc. - on the basis of a cultural comparison (The present volume follows this question by means of three country contributions – on the basis of a cultural comparison – to examine similarities and differences between young people regarding their attitudes, outlooks on life and values). In view of "uncertain times" it is assumed that the social problems of young people will not decrease. Therefore, the observation, analysis and monitoring of youth development in Eastern Europe will remain an important task - for both social and educational researchers and for teachers, educators and social workers.
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Johnson, Dana N. « Rewriting the Balkans : Memory, Historiography, and the Making of a European Citizenry ». 2012. https://scholarworks.umass.edu/theses/912.
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This thesis explores the work of historians, history teachers, and NGO employees engaged in regional initiatives to mitigate the influence of enduring ethnocentric national histories in the Balkans. In conducting an ethnography of the development and dissemination of such initiatives, I queried how conflict and controversy are negotiated in developing alternative educational materials, how “multiperspectivity” is understood as a pedagogical approach and a tool of reconciliation, and how the interests of civil society intersect with those of the state and supranational actors. My research sought to interrogate the field of power in which such attempts to innovate history education occur, with attention trained on the values encoded and deployed in this work.
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Schnepf, Sylke Viola [Verfasser]. « Gender equality in Central and Eastern Europe : a comparison of labour market attitudes, educational achievement and poverty between east and west / by Sylke Viola Schnepf ». 2005. http://d-nb.info/977183459/34.
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