Gotowe bibliografie tematyczne / Education in communism

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Gotowa bibliografia na temat „Education in communism”

Autor: Grafiati
Data publikacji: 29 lipca 2024
Data aktualizacji: 30 lipca 2024

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Artykuły w czasopismach na temat "Education in communism"

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Pohrib, Codruta Alina. "Writing Childhoods, Righting Memory". Journal of Educational Media, Memory, and Society 8, nr 2 (1.09.2016): 107–27. http://dx.doi.org/10.3167/jemms.2016.080206.

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This article traces different appropriations of intergenerational memory in post-communist Romania in three non-formal educational texts: the pop-up book The Golden Age for Children; Ȋn faţa blocului (Outside the apartment building), a collection of outdoor games that defined the generations of the 1970s and 1980s; and Elev în Comunism (Students during the communist regime), which comprises first person narratives by teenagers imagining their lives as pupils under communism. I flesh out the stakes involved in correcting, repurposing, or capitalizing on nostalgic remembrances of the communist past, which are or may be passed on to children by their parents who grew up under communism, paying close attention to expectations from and pressures on the family as a privileged site of memory transmission.
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King, Charles. "Remembering Romanian Communism". Slavic Review 66, nr 4 (2007): 718–23. http://dx.doi.org/10.2307/20060381.

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The report of the Presidential Commission for the Analysis of the Communist Dictatorship in Romania, issued in December 2006, is the most serious attempt to understand Romania's communist experience ever produced. Coordinated by the American political scientist Vladimir Tismaneanu, the report covers virtually every aspect of communism as a lived system, from the installation of Communist Party officials during the postwar occupation, through the instruments of coercion, to the fate of religious institutions, the economy, national minorities, and education. The release of the report also contributed to a major political crisis, during which the parliament attempted to unseat the president, Traian Basescu, who had lauded the report and officially condemned communism as an illegitimate system. The question now is whether the commission's report will be used as yet another opportunity to reject history or as a way of helping Romanians learn, at last, how to own it.
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Borcila, Andaluna. "Accessing the trauma of communism". European Journal of Cultural Studies 12, nr 2 (maj 2009): 191–204. http://dx.doi.org/10.1177/1367549409102425.

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This article centres on representations of Romanian women in the on-site reports filmed by American news crews in the days and weeks following the Romanian revolution. Around these representations, the article traces Romania's journey into televisibility on American television news, from an initially inaccessible site of falling communism to an overexposed site of post-communist trauma. Reports from abortion clinics were the first encounters with the territory of Romania that American television offered firsthand to its viewers, and these representations of Romanian women were the first representations of post-communist identities on American television. The article suggests that these representations of post-communist subjects, who appear as overexposed sites on which American television traces the effects of communism and the predicaments of the post-communist condition, display symptomatic features which have remained pervasive.
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Lankina, Tomila V., Alexander Libman i Anastassia Obydenkova. "Appropriation and Subversion". World Politics 68, nr 2 (23.02.2016): 229–74. http://dx.doi.org/10.1017/s0043887115000428.

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Twenty-five years after the collapse of communism in Europe, few scholars disagree that the past continues to shape the democratic trajectories of postcommunist states. Precommunist education has featured prominently in this literature’s bundle of “good” legacies because it ostensibly helped foster resistance to communism. The authors propose a differentcausal mechanism—appropriation and subversion—that challenges the linearity of the above assumptions by analyzing the effects of precommunist literacy on patterns of Communist Party recruitment in Russia’s regions. Rather than regarding precommunist education as a source of latent resistance to communism, the authorshighlight the Leninist regime’s successful appropriation of the more literate strata of the precommunist orders, in the process subverting the past democratic edge of the hitherto comparatively more developed areas. The linear regression analysis of author—assembled statistics from the first Russian imperial census of 1897 supports prior research: precommunist literacy has a strong positive association with postcommunist democratic outcomes. Nevertheless, in pursuing causal mediation analysis, the authors find, in addition, that the above effect is mediated by Communist Party saturation in Russia’s regions. Party functionaries were likely to be drawn from areas that had been comparatively more literate in tsarist times, andparty saturation in turn had a dampening effect on the otherwise positive effects of precommunist education on postcommunist democracy.
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Săgeată, Radu, Nicoleta Damian i Bianca Mitrică. "Communism and Anti-Communist Dissent in Romania as Reflected in Contemporary Textbooks". Societies 11, nr 4 (30.11.2021): 140. http://dx.doi.org/10.3390/soc11040140.

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The structural changes brought about by the collapse of the communist system also included the reconfiguration of social memory, so that future generations have a more objective imagining of the impact of the communist period on the societies from Central and Eastern Europe. In this view, the depoliticization of recent history is a top priority. The present study aims to highlight the way in which the schoolbooks in Romania bring into the memory of the young generation a strictly secret episode in recent (pre-1990) history: anti-communist dissent. Two categories of methods were used: researching the data and information contained in history textbooks and other bibliographic sources on anti-communist dissent in Romania in the overall socio-political context of that era; and assessing—with the help of a set of surveys—the degree of assimilation by young people in Romania of the knowledge about communism conveyed through textbooks. Research points to the conclusion that the Romanian curriculum and textbooks provide an objective picture of the communist period in this country, but young people’s perception of communism in general and of Romanian communism in particular tends to be distorted by poor education, poverty and surrounding mentalities rooted in that period.
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Vampa, Magdalini. "The Development of Albanian School Principals: A Challenge to Avoid Old Concepts and Value the Importance of Development". International Journal of Learning, Teaching and Educational Research 21, nr 5 (30.05.2022): 143–65. http://dx.doi.org/10.26803/ijlter.21.5.8.

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The school principal is the driving force behind the culture and performance of a school and directly influences the teachers and students. However, the development of school leaders remains problematic even after 30 years of education system reforms in Albania. This paper primarily seeks to demonstrate the importance of forming a generation of effective school administrators and universities’ critical role in accomplishing this goal. Particular attention should be paid to overcoming the lingering mentalities of the communist system, which are unresponsive to the demand for professionals who can lead in challenging and uncertain times. Using deductive thematic analysis and the categories that resulted from the coding process, such as “leader characteristics” and “leader’s formation models,” to interpret Albanian official education documents from during and after its communist dictatorship, results were obtained that support the importance of universities in meeting school leaders’ training needs and providing them with professional qualifications. The results show that the cultural influences of communism affect the current leadership model in Albania and leadership training policies should utilize higher education, as the best and most efficient means to overcome the lingering influences of communism.
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Congdon, Lee. "Anti-anti-communism". Academic Questions 1, nr 3 (wrzesień 1988): 42–54. http://dx.doi.org/10.1007/bf02682740.

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Gheorghiţă, Andrei. "Representations of Communism among Romanian Teenagers: A Research Note". Social Change Review 19, nr 1 (1.12.2021): 145–58. http://dx.doi.org/10.2478/scr-2021-0006.

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Abstract A long time after the 1989 regime change, teenagers’ representations of the communist past are entirely a matter of political socialization. In the absence of any direct experience with the former regime, their perspective on Communism is expected to develop exclusively in relation to school, family, mass media or other agents of socialization. This research note explores the Romanian teenagers’ representations of the communist past based on survey data collected on a sample of 5,861 students enrolled in 86 schools across the entire country in 2010. A form of ‘second-hand’ nostalgia for Communism is identified among many of the teenagers investigated, regarded as an outcome of socialization in relation to family and school. Positive representations of the communist past appear to be facilitated by a lower socio-economic status, lower education, and the absence of travelling abroad experiences.
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Hrytsenko, Andrii, i Oleksii Mozghovyi. "Integration of communist propaganda in the USSR education system in the 1920s: a historical and political aspect". SUMY HISTORICAL AND ARCHIVAL JOURNAL, nr 41 (2023): 5–13. http://dx.doi.org/10.21272/shaj.2023.i41.p.5.

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The basis of communist propaganda is the views of Karl Marx and Friedrich Engels as the founders of communist ideology. The Soviet state was built on their works and ideas. But Marx and Engels were quite critical of the issue of propaganda. From their point of view, the revolution and the transition to communism are the consequences of scientific and technological progress, which do not depend on the activities of individuals and will definitely happen in the future. Therefore, there is no need to create documents and programs that would help to implement a communist revolution in the future, especially since they did not see the need for propaganda, because humanity, over time, will understand the superiority of communism over capitalism. Also, Marx and Engels denied the idea of revolution in the Russian Empire because they believed that the Russian working class was too weak to carry out a revolution, and Russia was still an aristocratic state. The true founder of communist propaganda in the USSR was Lenin. He wanted to create a new working class in the country through propaganda, which would be devoted to the party and the ideas of communism. With this, he wanted to find a compromise between his desire for a revolution in Russia and the views of Marx. From the beginning of the USSR, education was given one of the first places in the propaganda system. Because education played the role of the primary link in the process of socialization of the individual, filling it with ideological propaganda made it possible to raise future generations as committed communists. By the end of the 1930s, both a new education system and new teaching methods were formed, in accordance with the new ideology. Changes introduced by Anton Makarenko played an important role in this process. In Makarenko's opinion, education and upbringing should be carried out only in and with the help of the collective. Only the collective is capable of forming a full-fledged personality, revealing its potential and making it a conscious part of society. Individual interests should always be subordinated to collective interests, both in education and in life. In addition, Makarenko was a great supporter of military discipline, and accordingly, he sought to incorporate elements of the army system into the education system. It was from the collective organization of army units that he rejected when organizing collectivism in schools. Makarenko's ideas were very important for the new state. They were supposed to help reeducate the country's population in accordance with the principles of communism, including military methods and concentration camps. Thanks to Makarenko, the Soviet state developed its own theory and methodology of authoritarian and imperative influence on society's consciousness. The Soviet authorities became confident that regardless of a person's age and social status, with the help of education, he can be reeducated into a true communist, using propaganda. Lenin and his entourage sought to cover the entire society with the education system, not only the proletariat, as Marx wanted. The future member of the communist society began to perceive communist propaganda from kindergarten, school, and communication in the family and participation in youth organizations: Little Octobrists, Pioneers and Komsomol.
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Tismaneanu, Vladimir. "Confronting Romania's Communist Past: A Response to Charles King". Slavic Review 66, nr 4 (2007): 724–27. http://dx.doi.org/10.2307/20060382.

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The report of the Presidential Commission for the Analysis of the Communist Dictatorship in România, issued in December 2006, is the most serious attempt to understand România's communist experience ever produced. Coordinated by the American political scientist Vladimir Tismaneanu, the report covers virtually every aspect of communism as a lived system, from the installation of Communist Party officials during the postwar occupation, through the instruments of coercion, to the fate of religious institutions, the economy, national minorities, and education. The release of the report also contributed to a major political crisis, during which the parliament attempted to unseat the president, Traian Basescu, who had lauded the report and officially condemned communism as an illegitimate system. The question now is whether the commission's report will be used as yet another opportunity to reject history or as a way of helping Românians learn, at last, how to own it.
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Rozprawy doktorskie na temat "Education in communism"

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Kersh, Natasha. "Processes of transition in education in Latvia : aspects of policy reforms and development with particular reference to financing and privatisation". Thesis, University of Oxford, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365568.

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Kavanagh, Matthew Ryan. "British communism and the politics of education, 1926-1968". Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/british-communism-and-the-politics-of-education-19261968(57ed121a-09a9-4349-97c0-ad8612a6f153).html.

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This thesis provides an analysis of British communist attitudes to education in English schools between 1926 and 1968. Although the Communist Party of Great Britain (CPGB) in many ways remained a marginal force in British politics throughout its life (1920-1991), historians have acknowledged that it made a contribution to cultural and industrial politics in Britain which far exceeded its membership figures and electoral success. Surprisingly, given that the Party produced several teacher trade union presidents and Britain’s foremost post-war educationalist, scholars have largely overlooked British communism’s role in the politics of education in schools – a field which straddles both areas in which the Party is widely regarded to have punched above its weight. Researchers into the Party’s internal life have also paid little attention to its schoolteachers’ group, despite the fact that it was one of the CPGB’s largest occupational groups, and the fact that leading communist teachers and educationalists also took up prominent positions inside the Party. Although some existing work has discussed CPGB attitudes to the education of children during the 1920s, 1940s and 1950s, to date there has been no PhD-length study which covers the period between 1926 and 1968 and has British communism and the politics of education as its sole focus. This study fills this gap by identifying individuals and institutions central to CPGB discussions and policy-making on education in schools, namely the leading figures in and around the Party schoolteachers’ group, and exploring how they anticipated, reflected or resisted the wider Party line in their work throughout several pivotal shifts in the CPGB’s position. Drawing upon source material unused by or unavailable to previous researchers, the thesis complicates existing arguments about the extent to which Party teachers and educationalists subordinated questions of educational content, method and theory to trade union work between 1926 and 1968. Furthermore the study also contextualises and illuminates the notable communist contribution to broader educational politics on the Left in Britain, particularly during World War Two and in the campaign for comprehensive education in the two decades which followed.
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Smith, Robert W. G. "Antonio Gramsci's proposal for the political education of the proletariat". Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61659.

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Robenstine, Clark. "Some problems in the application of Marxist philosophy by selected contemporary neo-Marxist educational theorists /". The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487329662146012.

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Rosolová, Kamila. "Language in search of practice the progress of curriculum reform in the Czech Republic /". Diss., Connect to online resource - MSU authorized users, 2008.

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Hopkinson, Helga. "Polytechnical education in general schools as a feature of Communism in the German Democratic Republic 1945-1990". Thesis, University of Nottingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.401040.

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Tscharntke, Denise Kathrin. "Educating German women : the work of the Women's Affairs Section of the British military government 1946-1951". Thesis, Durham University, 2001. http://etheses.dur.ac.uk/1669/.

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Gomes, Aguinaldo Rodrigues 1971. "Revolução e utopia : embates de um professor comunista em Aquidauana durante a ditadura militar (1964-1985)". [s.n.], 2015. http://repositorio.unicamp.br/jspui/handle/REPOSIP/254047.

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Orientador: José Luis Sanfelice
Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-28T14:16:24Z (GMT). No. of bitstreams: 1 Gomes_AguinaldoRodrigues_D.pdf: 19178032 bytes, checksum: 068f66136d15a5a19cfcde3ddf684e0c (MD5) Previous issue date: 2015
Resumo: Objetivamos na presente tese analisar os efeitos das transformações econômicas ocorridas na região centro-oeste do Brasil no período compreendido entre 1964 e 1985. No entanto, retrocedemos um pouco para compreender como as metas políticas de Vargas e Juscelino, responsáveis respectivamente pela Marcha para o Oeste e pela industrialização do país, influenciaram na constituição do golpe de 1964. Esclarecemos que, do ponto de vista teórico-metodológico, buscamos nos referenciar no marxismo heterodoxo, dialogando com autores como Hobsbawm, Thompson, Gramsci e Williams. A documentação central utilizada no trabalho trata-se de um inquérito policial militar (IPM), convertido em processo-crime instaurado contra o professor comunista Enio Cabral em 1964, mas foram utilizadas também outras fontes, tais como: a revista Brasil-Oeste, documentos do PCB e entrevistas do réu e do juiz do caso analisado. Procuramos compreender, por meio da pesquisa, o processo de modernização da região centro-oeste e seu imbricamento com o nacional-desenvolvimentismo e a Marcha para o Oeste, com intuito de compreender como esse conservadorismo no plano econômico e social influenciou também a política e a educação e produziu na região condições para a sustentação de regimes autoritários. Para tanto, primeiramente procuramos apresentar o sujeito da pesquisa, focalizando sua origem social, formação escolar e seus primeiros contatos com as ideias do PCB. Em seguida, buscamos esmiuçar a ideia de uma modernização conservadora a partir do diálogo com as fontes, principalmente a partir da revista Brasil-Oeste, e com a historiografia que discutiu o tema da ditadura na região sul do Mato Grosso. Posteriormente, apresentamos alguns aspectos da educação no contexto da ditadura, demonstrando como os professores foram alvo da perseguição dos militares, relacionando aos acontecimentos que se passaram na cidade de Aquidauana. Finalmente, buscamos visualizar como o Estado e seus representantes compreenderam de maneira contraditória as ações de Enio e dos demais comunistas daquele período a partir do debate travado entre acusação e defesa, entendendo-os como uma disputa, não meramente jurídica, mas sim entre dois projetos contraditórios de sociedade, ou seja, entre capitalistas e socialistas
Abstract: We aim in this thesis to analyze the effects of economic transformations in the Midwest region of Brazil, between the years 1964 to 1985. However, retreat a while in time to understand how the political objectives of Vargas and Juscelino, respectively responsible for the March far West and the industrialization of the country, influenced the constitution of the coup d¿état of 1964. We clarify so, from the theoretical-methodological point of view, we seek reference to the authors of unorthodox Marxism, dialoguing with authors like Hobsbawm, Thompson, Gramsci and Williams. The central documentation used at work is a military police investigation (IPM), converted to process crime brought against the communist teacher Enio Cabral in 1964, but were also used other sources such as the Brazil-West Magazine (Revista Brasil-Oeste), PCB documents and interviews of the defendant and the Judge of the analyzed case. We tried to understand, through this research, the process of modernization of the Midwest and its interweaving with national developmentalism and the March far West, seeks to understand how this conservatism in economic and social plan also influenced the politics and education and produced in the region conditions for support of authoritarian regimes. Therefore, first we try to present the research subject, focusing on his social background, school education and his first contacts with the PCB ideas. Then, we seek to scrutinize the idea of a conservative modernization from the dialogue with the sources, mainly from Brazil-West magazine, and the historiography, which discussed the theme of dictatorship in southern Mato Grosso. After, we present some aspects of education in the context of dictatorship, demonstrating how the teachers were the object of persecution by the military, relating to the events that followed in Aquidauana city. Finally, we seek to visualize how the State and its representatives understood in contradictory ways the actions of Enio and other communists of that period from the locked debate between prosecution and defense, understanding them as a dispute, not merely legal, but between two contradictory projects of society, that is, between capitalists and socialists
Doutorado
Filosofia e História da Educação
Doutor em Educação
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Nicholson, Jenifer Margaret. "The role of educative thought in the life and work of Antonio Gramsci". Thesis, University of Southampton, 2010. https://eprints.soton.ac.uk/169615/.

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Many philosophers have propounded a vision of an improved society, what distinguishes Antonio Gramsci is his continuous effort to make it happen by understanding the process in order to put into practice. Gramsci's conviction about the importance of educative development came from both theory and experience. While there has been considerable examination of Gramsci's work in relation to the Prison Notebooks, this study will seek to address a lacuna in Gramsci scholarship. Using Gramsci's philological method, I analyse Gramsci's pre-prison activity; his pre-prison articles and letters, which, together with his letters from prison, formed part of his educative mission. This educative process was necessary, in order to construct a new party which would develop a collective will, collaboratively, with the masses. In this study therefore, I explore the contexts and formative experiences of the first part of his life together with the intellectual sources from which Gramsci developed his later theories, making central hitherto underemphasised connections between them which informed his writing and ideas. I intend to illustrate that Gramsci's underlying purpose in his writing, and political activity, was not only practical, on how to create a new socialist ruling class, but also educative in forming the mindset and values of his comrades. So that in addition to outlining his vision of a new order, he implicitly guided or explicitly explained the processes by which the necessary changes in social relations and moral climate could be made in order to achieve it. Each person had to engage with the values of the new order so that each could contribute to the construction of a new robust state. It was essential to build a hegemony at the most profound level, one which was dependent on collective understandings and a collective will.
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Malinovskaya, Olga. "Teaching Russian classics in secondary school under Stalin (1936-1941)". Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:b23fbd00-e8d5-4889-abfa-fe74626d5e72.

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This thesis contributes to existing discussions of Soviet subjectivity by considering how the efforts of the Party leadership and state agencies to shape personal and collective identities were mediated by the teaching of Russian classics to teenagers. It concentrates in particular on the history of literature course provided by Soviet schools for the upper years. The study addresses the following questions: (1) How was literary expression employed to instigate children's emotions and create interpretive habits as a way of inculcating a Soviet worldview? (2) What immediate effects did the methods have on teenagers? (3) What were the long-term effects of this type of indoctrination? Answering these questions required close reading of material produced by official authorities, such as methodological programmes, teachers' aids, professional journals, and textbooks for class instruction, and also of material produced by those at the receiving end of Stalinist literary instruction, including both sources contemporary to the period under scrutiny (i.e. diaries written between 1936-1941), and later autobiographical material (memoirs, oral history). I argue that for many teenagers growing up during this period, indoctrination in the classroom blurred the boundary between reality and fiction, and provided a moral compass to navigate their social environment, to judge others as well as themselves along prescribed lines, and model their lives on the precepts and slogans of the characters and authors they encountered, particularly the 19th-century radical democrats. Retrospective accounts - interviews, memoirs, and written responses to questions - expose the durability of the moral and ethical lessons derived from Russian classics and reveal the enduring Soviet emotional complex formed by this literary instruction. Investigating the impacts of the study of Russian classics on Soviet recipients, particularly from elite groups such as the city intelligentsia, my discussion highlights the political traction of the literary in, for instance, forming feelings of group belonging and strong emotional responses to differing views. I conclude with a discussion of the relation of this to long-term political effects, including the re-appraisal, in the twenty-first century, of Stalin-era teaching methodology as an effective way of instilling patriotic sentiments in students, and the legacy of Soviet perceptions and practices in the expression of personal and collective identities in the post-Soviet period.
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Książki na temat "Education in communism"

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American Bar Association. Standing Committee on Education Against Communism., red. Education against Communism: An address. [New Jersey]: New Jersey State Bar Association, 1994.

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Cambi, Franco. Libertà da--: L'eredità del marxismo pedagogico. Scandicci, Firenze: La nuova Italia, 1994.

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Dessewffy, Tibor. Iskola a hegyoldalban. Budapest: Új Mandátum, 1999.

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V, Voront͡s︡ov A., i Leningradskiĭ gosudarstvennyĭ pedagogicheskiĭ institut imeni A.I. Gert͡s︡ena., red. Kulʹtura i problemy sovershenstvovanii͡a︡ sot͡s︡ialisticheskogo obraza zhizni: Mezhvuzovskiĭ sbornik nauchnykh trudov. Leningrad: Leningradskiĭ gos. pedagog. in-t im. A.I. Gert͡s︡ena, 1987.

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Feige, Wolfgang. Wege zur Weltanschauung. Berlin: Volk & Wissen, 1988.

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P, Basov B., Kni͡a︡zev L. N i Udmurtskiĭ gosudarstvennyĭ universitet im. 50-letii͡a︡ SSSR., red. Razvitie soznanii͡a︡ lichnosti v uslovii͡a︡kh sovershenstvovanii͡a︡ sot͡s︡ializma: Mezhvuzovskiĭ sbornik nauchnykh trudov. Ustinov: Udmurtskiĭ gos. universitet, 1986.

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Thanh, Vy. KYTB: Lò đào tạo cán bộ sách động của Quốc tế Cộng sản. Seal Beach, California: Tủ sách Sự-Thật Thật, 2013.

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A, Sokolov A. Komintern i Vʹetnam: Podgotovka vʹetnamskikh politicheskikh kadrov v kommunisticheskikh vuzakh SSSR 20--30-e gody : istoriko-politicheskiĭ ocherk. Moskva: IV RAN, 1998.

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Mini͡ushev, F. I. Fenomen sot͡sialisticheskoĭ lichnosti. Moskva: Izd-vo Moskovskogo universiteta, 1985.

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1967-, Webber Stephen L., i Liikanen Ilkka, red. Education and civic culture in post-communist countries. London: Palgrave, in association with School of Slavonic and East European Studies, University College, 2001.

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Części książek na temat "Education in communism"

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Tsung, Linda. "New Policies and Practices under Communism". W Minority Languages, Education and Communities in China, 66–97. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230234406_4.

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Tomusk, Voldemar. "Russian Higher Education After Communism: The Candy Man’s Gone". W The Open World and Closed Societies, 53–73. New York: Palgrave Macmillan US, 2004. http://dx.doi.org/10.1057/9781403979476_4.

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Sokołowski, Grzegorz. "Problems related to theological education in Wrocław (1945–1974)". W Catholic Church in Lower Silesia against Communism (1945–1974), 107–34. Göttingen: Vandenhoeck & Ruprecht, 2021. http://dx.doi.org/10.13109/9783666573378.107.

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Danaj, Ermira. "Balancing Opportunities and Constraints: The Experiences of Internal Migrant Women in Tirana". W IMISCOE Research Series, 75–96. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-92092-0_4.

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AbstractThis chapter explores the trajectories of those participants who migrated internally to Tirana for reasons other than education. The data draws from interviews conducted with eight women, the majority of whom had already married when Communism collapsed. These women provide distinctive insights as they stand on the verge of and link the late communist years with the post-communist period. The narratives of the following eight women are discussed and analysed at length in this chapter.
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Morales Lozano, Juan Antonio, Maria Puig Gutiérrez i Soledad Domene Martos. "Educational Centers and Citizenship Education: Teachers’ Perspectives". W School and Community Interactions, 197–211. Wiesbaden: Springer Fachmedien Wiesbaden, 2013. http://dx.doi.org/10.1007/978-3-531-19477-6_12.

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Braddock, Andrew. "Communion and Community in a Postdigital World". W Postdigital Science and Education, 39–56. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-09405-7_3.

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Puig Gutiérrez, Maria. "Citizenship Education and School Organization: Educational Planning Documents". W School and Community Interactions, 159–66. Wiesbaden: Springer Fachmedien Wiesbaden, 2013. http://dx.doi.org/10.1007/978-3-531-19477-6_9.

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Gilbert, Rob. "EDUCATING WORLD CITIZENS: A CURRICULUM FOR CITIZENSHIP EDUCATION". W Towards a Global Community, 199–207. Dordrecht: Springer Netherlands, 2006. http://dx.doi.org/10.1007/1-4020-4338-4_12.

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Talley, Rachel M., i Gary Belkin. "Community Education". W Textbook of Community Psychiatry, 171–81. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10239-4_14.

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Fitzsimons, Camilla. "Critical Education and Community Education". W Community Education and Neoliberalism, 103–30. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-45937-0_4.

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Streszczenia konferencji na temat "Education in communism"

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Jing, Zaiping. "Ideological Connotation of Early Communism in the Communism Principle and the Communist Manifesto". W Proceedings of the 4th International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccessh-19.2019.450.

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Li, Pengcheng, i Yanling Mei. "Research on the Formation of Marx and Engels' Communism". W Proceedings of the International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/cesses-18.2018.196.

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Robinson Beachboard, Martine, i John C. Beachboard. "Implications of Foreign Ownership on Journalistic Quality in a Post-Communist Society: The Case of Finance". W InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/3029.

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When freedom from Communism largely eliminated overt government censorship of newspapers, other political and business pressures appeared. Consequently, Southeastern European newspaper publishers faced threats to financial viability and editorial integrity. The editor-in-chief of one newspaper in the former Yugoslavian republic of Slovenia claims to have found freedom from political and advertiser influence after a global media conglomerate invested in the publication. Notably, the business daily Finance is the only hard-news start-up to survive in the eleven years since Slovenia gained independence from the Republic of Yugoslavia. This research paper offers a provocative example where international investment appears to have contributed to the democratizing of media in a post-communist society. The paper is not intended to argue that foreign media investments are necessarily beneficial but to suggest some circumstances in which foreign media investment can be advantageous to the democratic aspirations of a society.
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Falaschi, Elena. "The HTR Model for Well-Being in Educating Community". W Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12968.

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With the aim of enhancing human capital by bringing out talents, this paper offers a theoretical model for innovating teaching/learning methodological approaches. The Humor Talent Resilience (HTR) Model for Well-Being in Educating Community recognizes Humor as a pedagogical device that jointly feeds both Talent and Resilience. This nourishment triggers a dynamic process between Talent and Resilience of reciprocal and constant interdependence, while developing a mutual positive contamination in continuous evolution. This process is itself a “generator of Well-Being” but it will be able to fully convey its educational effectiveness only if it is supported by an Educating Community. While aknowledging the enhancement of all human potentials, including the high or very high potentials, the pedagogy of Well-Being must assume the educational responsibility of offering teaching/learning contexts that allow all students to reach their highest level of development. Three open reflections are presented: the concepts of justice and equity of educational policies and practices aimed at respecting and enhancing all human potentials; the virtual educating (or dis-educating) community; the need for specific training for teachers and more opportunities for international discussion in the field of gifted and talented education.
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Marković, Marija, Svetlana Mladenović Janković, Andjelka Grujičić, Nemanja Stefanović, Aleksandra Andrić, Vladimir Glišović, Aleksandra Vučković, Jelena Vasojević, Gordana Tamburkovski i Nevenka Kovačević. "THE ROLE OF INSTITUTE ОF PUBLIC HEALTH OF BELGRADE IN PROMOTING ROAD TRAFFIC SAFETY IN THE LOCAL COMMUNITY - ACTIVITIES IMPLEMENTED AND FUTURE ASPIRATIONS". W Conference Road Safety in Local Community. Road Safety in Local Community, 2024. http://dx.doi.org/10.46793/rsaflc24.524m.

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Road traffic traumatism, with significant mortality, morbidity, and consequent disability, has been a major public health problem in our society for decades. The experiences of developed countries show that the best results in the implementation of road traffic injury prevention programs are achieved primarily by the implementation of preventive measures at the local level. In accordance with the Law on Public Health and the National Public Health Strategy, recognizing its role as a coordinator and promoter of public health activities with the aim of health promotion and prevention of diseases and injuries in population, Institute of Public Health of Belgrade creates, coordinates, and implements various road safety promotion activities at the city level. They include informing population, implementation of courses for health and educational professionals, creation and distribution of educational materials, implementation of research on road traffic injury prevention, monitoring and proposing road safety improvement measures, in accordance with previously defined priorities. Among the realized activities, 12 courses of education of health workers and associates on various aspects of road safety were held - from the impact of physiological processes and psychophysical disorders, through the use of medications and psychoactive substances, to the recognition of the role of health workers in the prevention of traffic trauma, with more than 400 participants in the period 2018-2023. The mentioned educations are only part of the activities carried out by our institution, which will be adapted and innovated in the future in accordance with previous experiences on this very important topic.
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Silva, Lucas Osorio Alves da, i Debora Barauna. "Citizen Narratives through Strategic Design: Dreamable Futures for Porto Alegre, the Educating City". W SDS 2023 - IX SIMPÓSIO DE DESIGN SUSTENTÁVEL. Grupo de Pesquisa Virtuhab/UFSC, 2023. http://dx.doi.org/10.29183/978-65-00-87779-3.sds2023.p63-74.

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This study investigates the conception of Futures for Porto Alegre as an Educating City, involving a portion of the citizen community within the territory. By employing the concept of Pluriverse, which acknowledges the diversity of worldviews, values, and knowledge, the collaboration of different groups is incorporated to craft narratives guided by Strategic Design, illustrating the citizens' perspectives on education. This offers the possibility for the city to transform into an environment actively seeking regeneration, promoting sustainable, collaborative, and equitable educational practices. This article suggests that narrative workshops guided by Strategic Design play a relevant role in translating dreams into strategies and actions to enable an educating city of regenerative futures. To affirm this, ten citizen narratives are analyzed, contributing to an understanding of how communities can design the future of education in an ever-evolving urban context.
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Ribeiro Costa Xavier, Esther, i Giselle Arteiro Nielsen Azevedo. "TERRITÓRIOS EDUCATIVOS E EDUCAÇÃO DO CAMPO: Mapeamento espaço-temporal, memória e apropriação". W Seminario Internacional de Investigación en Urbanismo. Universitat Politècnica de Catalunya, Grup de Recerca en Urbanisme, 2022. http://dx.doi.org/10.5821/siiu.12170.

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This article intends to investigate to what extent the educational territory can enhance Rural Education and contribute to the articulation of rural schools with the way of life of peasant children, involving existing social practices in their respective communities. The general objective of the research is to explore the pedagogical potential of the countryside as an educational territory and of rural schools as multipurpose environments and collective appropriation, articulated to the life and culture of the community, at different scales. Therefore, the methodological procedures adopted are based on a qualitative and experiential analysis that aims to understand, through environmental perception devices, how much the relationship with the rural environment can be part of socio-educational activities in rural schools and, thus, how much they can be embedded in the life and culture of the local community. Thus, the device "Spatio-Temporal Mapping" was developed, which aims to rescue the affections, uses and memories of spaces of appropriation and non-appropriation, through the mapping of the territory and the changes that occurred in its uses and customs over time. Keywords: educational territories, rural education, participatory process, listening devices. O presente artigo propõe investigar em que medida o território educativo pode potencializar a Educação do Campo e contribuir para a articulação das escolas rurais ao meio de vida das crianças camponesas, envolvendo práticas sociais existentes em suas respectivas comunidades. O objetivo geral da pesquisa consiste em explorar o potencial pedagógico do campo como um território educativo e das escolas rurais como ambientes polivalentes e de apropriação coletiva, articulados à vida e à cultura da comunidade, em diversas escalas. Para tanto, os procedimentos metodológicos adotados têm como base uma análise qualitativa e experiencial que objetiva compreender, por meio de dispositivos de percepção ambiental, o quanto a relação com o meio rural pode fazer parte das atividades socioeducativas nas escolas do campo e assim, o quanto elas podem estar inseridas na vida e na cultura da comunidade local. Assim, foi desenvolvido o dispositivo “Mapeamento Espaço-Temporal”, que tem como objetivo resgatar os afetos, os usos e as memórias de espaços de apropriação e não-apropriação, através do mapeamento do território e as mudanças que ocorreram em seus usos e costumes ao longo do tempo. Palavras-chave: territórios educativos, educação do campo, processo participativo, dispositivos de escuta.
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Filipski, Tatiana. "The valorization of students museum education within the school – museum – family – community interconnectivity during the pandemic crisis". W Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p262-267.

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The article reflects on the pandemic crisis impact on museal education of students and touches the problem of collaboration of educational institution with museum, family and community in this period, which is difficult for the entire society. In this context were developed and signed multiple collaboration contracts in the view of museum education process optimisation and educational institution-museum-family-community interoperability, building an online oriented museum education methodology, in which were actively and sistematically involved pupils, students, proffesors, school managers, proffessionals in different domains, and parents. As result of assesment of museum education activities, was especially notified that all involved actors actively shown interest in national and universal heritage, higly apreciating the developed partnership.
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Reynolds-Cuellar, Julia, Glenda S. Stump i Aikaterini Bagiati. "Building a Community for Educational Transformation in Higher Education". W 2020 IEEE Frontiers in Education Conference (FIE). IEEE, 2020. http://dx.doi.org/10.1109/fie44824.2020.9274003.

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Coudenys, Blansefloer. "Community Education: Connecting Pupils' and Mainstream Schoolteachers' Perceptions of Community-Based Educational Initiatives". W 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2012047.

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Raporty organizacyjne na temat "Education in communism"

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Bergen McMurray, Bergen McMurray. HiveBio Community Lab - Education, Resources, Community. Experiment, grudzień 2013. http://dx.doi.org/10.18258/1691.

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McKay, Timothy. Creating a Learning Higher Education Community. Ithaka S+R, wrzesień 2016. http://dx.doi.org/10.18665/sr.283888.

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Zapata Hernández, Vicente M. Inclusive education with a community-based approach. OBITen Observatorio de la inmigración de Tenerife, 2019. http://dx.doi.org/10.25145/r.obitfact.2019.07.

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AlSheikh Theeb, Thaer, Rasha Obaid i Sara McGinty. Guidance on Community Mobilisation for Girls’ Education. EdTech Hub, marzec 2022. http://dx.doi.org/10.53832/edtechhub.0086.

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Fox, C., i N. Martin. Minnesota AGRI-Power Project. Task V - community education. Community education. Quarterly report, July 1, 1997--September 30, 1997. Office of Scientific and Technical Information (OSTI), październik 1997. http://dx.doi.org/10.2172/617616.

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Mead, Nancy R., Elizabeth K. Hawthorne i Mark Ardis. Software Assurance Curriculum Project Volume 4: Community College Education. Fort Belvoir, VA: Defense Technical Information Center, wrzesień 2011. http://dx.doi.org/10.21236/ada610465.

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Ruiz, Pati, Eleanor Richard, Carly Chillmon, Zohal Shah, Adam Kurth, Andy Fekete, Kip Glazer i in. Emerging Technology Adoption Framework: For PK-12 Education. Digital Promise, październik 2022. http://dx.doi.org/10.51388/20.500.12265/161.

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The Emerging Technology Adoption Framework was created with education community members to help ensure that educational leaders, technology specialists, teachers, students, and families are all part of the evaluation and adoption process for placing emerging technologies in PK-12 classrooms. We engaged an Emerging Technology Advisory Board through Educator CIRCLS based out of The Center for Integrative Research in Computing and Learning Sciences (CIRCLS) and gathered additional feedback from researchers, policy experts, the edtech community, educators, and families to ground our work through a community of experts. This framework is specifically designed to include community members in the process of making informed evaluation and procurement decisions and outlines the important criteria to consider during three stages of emerging technology implementation: (1) initial evaluation, (2) adoption, and (3) post-adoption. Each criterion has specific questions that can be asked of decision makers, district leaders, technology researchers and developers, educators, and students and families, as well as resources and people who might serve as resources when answering these questions.
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Crooks, Roderic. Toward People’s Community Control of Technology: Race, Access, and Education. Social Science Research Council, styczeń 2022. http://dx.doi.org/10.35650/jt.3015.d.2022.

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This field review explores how the benefits of access to computing for racialized and minoritized communities has become an accepted fact in policy and research, despite decades of evidence that technical fixes do not solve the kinds of complex social problems that disproportionately affect these communities. I use the digital divide framework—a 1990s policy diagnosis that argues that the growth and success of the internet would bifurcate the public into digital “haves” and “have-nots”—as a lens to look at why access to computing frequently appears as a means to achieve economic, political, and social equality for racialized and minoritized communities. First, I present a brief cultural history of computer-assisted instruction to show that widely-held assumptions about the educational utility of computing emerged from utopian narratives about scientific progress and innovation—narratives that also traded on raced and gendered assumptions about users of computers. Next, I use the advent of the digital divide framework and its eventual transformation into digital inequality research to show how those raced and gendered norms about computing and computer users continue to inform research on information and communication technologies (ICTs) used in educational contexts. This is important because the norms implicated in digital divide research are also present in other sites where technology and civic life intersect, including democratic participation, public health, and immigration, among others. I conclude by arguing that naïve or cynical deployments of computing technology can actually harm or exploit the very same racialized and minoritized communities that access is supposed to benefit. In short, access to computing in education—or in any other domain—can only meaningfully contribute to equality when minoritized and racialized communities are allowed to pursue their own collective goals.
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Lavadenz, Magaly, Linda Kaminski i Elvira Armas. San Juan Unified School District Newcomer Support: Promising Practices. Center for Equity for English Learners, 2023. http://dx.doi.org/10.15365/ceel.sjusd2023.

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This report was developed through a partnership between the Policy Analysis for California Education (PACE) Newcomer Research-Practice-Policy Partnership and the Center for Equity for English Learners (CEEL) at Loyola Marymount University (LMU). It presents a case study that identifies promising practices for newcomer education implemented in San Juan Unified School District (SJUSD), one of 12 local educational agencies (LEAs) funded under the California Newcomer Education and Well-Being (CalNEW) project between 2018 and 2021. The case study was conducted during a 2022 summer program for recently arrived immigrant students. Using interviews with 32 school and community leaders and educators, a review of 65 program documents, and observations of 15 classrooms using a tool focused on effective instructional practices for newcomer education, four overarching themes that illustrate promising practices are identified a) building on community cultural wealth, b) leveraging multiple and differentiated resources, c) developing educator capabilities to teach and support newcomer students, and d) designing newcomer program and placement practices. Findings also reveal three overarching challenge areas faced in program implementation including a) grappling with conflicted ideologies, b) ongoing curricular needs and instructional supports for newcomer students, and c) building a comprehensive ELD program design. Based upon the findings for promising practices and challenges, the authors propose three implications for building effective systems to support newcomer students a) sustain newcomer program commitments, b) uphold assets-based narratives about immigrant /refugee students and communities, and c) strengthen local, state, and national newcomer education policy coherence.
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Palmer, Ryan. Exploring Online Community Among Rural Medical Education Students: A Case Study. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.990.

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