508 Slices
Medium 9781475816105

Analyzing New Russian Textbooks: Governmental Programs and Private Initiatives

International Journal of Educational Ref Rowman & Littlefield Publishers ePub

ELENA LISOVSKAYA

Assistant Professor, Department of Education and Professional Development, Western Michigan University, Kalamazoo, MI 49008

Introduction

In 1995–1996, new elementary and secondary school textbooks in the humanities and social sciences emerged on the Russian market. They were prepared as part of a private initiative, and published on Western money. The new textbooks are a radically new phenomenon in Russian education, as they coexist with the textbooks developed by the state agencies that have been traditionally doing this job since the times of communism. Consequently, Russian schools have received an opportunity to select between these two kinds of textbooks.

The differences between the two sets of textbooks and their potential to contribute to the education for democracy in Russia are unique and interesting topics for scholarly attention. The innovations in textbook content are necessary, but not sufficient for the development of democratic education, and the cognitive and linguistic style of the texts deserves serious consideration from this point of view. In addition, this is due to powerful organizational and economic impediments to the success of the new textbooks, that the old-style textbooks are likely to dominate the Russian market in the near future.

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Medium 9781475816389

The Role of Gender in Educational Administration: A Study of Turkish Secondary School Principals

International Journal of Educational Ref Rowman & Littlefield Publishers ePub

Niyazi Can

There has been a process of great change and development leading into the 21st century in the world. Today’s employee is a very different person in terms of values and needs than the employee in earlier decades of the 20th century. Patriarchal and male power have shaped the construction of leadership, its culture, discourse, image, and practice for centuries (Reay & Ball, 2000). Numerous reasons have been cited as deterrents to women’s advancement; for example, lack of general management and line experience, less exposure to assignments that involve risk and high visibility; gender discrimination; difficulty in adapting to the corporate culture; and lack of a clear career strategy (McDonald & Hite, 1998). In the only study on attitudes in independent schools to professional development, Waite and Watson (1998) find a marked difference between men and women in the workplace, that is, women are less likely to want to take up the opportunities for further training that are offered to them. They note that this seems to be a matter of generation since younger women are more likely to accept professional training (Mclay & Brown, 2001).

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Medium 9781475816426

A Reformal Approach for Turkey: Emotional- and Social-Oriented Teacher Education

International Journal of Educational Ref Rowman & Littlefield Publishers ePub

Nilüfer Özabaci

Educational reforms and studies have focused on the school and ignored its relationships with the different dimensions of psychological, social, political, and economic life. Philosophers and scholars of education have reemphasized and debated the importance of the efforts of an educational reform (Turan, 2000). Discourses about teacher education have traditionally been regarded as national issues. National compulsory school and teacher education and training are usually interlinked. The purpose of schooling is not only to provide a nation with a qualified workforce but also to provide new generations with a cultural heritage and a language, strengthening their national identity. Increasing global competition intensifies the tension between the dual aims of education, which makes teacher education reforms ideologically and politically more important than before (Hargreaves, 1994). Popkewitz (1987) has underlined the importance of ideology and social formation in teacher education. The language, rituals, behaviors, and emotions are structured by cultural codes that govern the way people act and think toward schooling. The challenge comprises carrying out the responsibilities of a teacher, working as a part of a system of public education, and trying to do one’s best for the students.

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Medium 9781475816303

Book Review of Leadership for Constructivist Schools by Arthur Shapiro

International Journal of Educational Ref Rowman & Littlefield Publishers ePub

Lanham, MD: ScarecrowEducation, 2000, 185 pages

Carol A. Mullen

This book is, simply put, a gift to its readers. It helps us to make sense of the constructivist model, ideology, and practice, which elude many educators and leaders. The book takes us on a journey of self-reflection at many levels, showing us how the individual, the context, and the system all function as interrelated forces that can be changed in dramatic and empowering ways for schools. This constructivist approach to leadership in schools takes into account the macro and micro levels of educational systems today, with an appreciation for historical influences. One of the author’s hallmarks as a writer is the way he translates principles of educational leadership and change into practice using case study applications to teaching and learning. Indeed, the literary power of this author is felt in the way that he renders school practitioners and learners as characters who must wrestle their way through problems that often require a combination of vision and strategy (“diagnostic strategic planning”) in order to effect change. (The ideas in the book can be easily transferred to university and other educational systems and even personal circumstances, all of which are alluded to throughout.)

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Medium 9781475816112

The Internationalist

International Journal of Educational Ref Rowman & Littlefield Publishers ePub

Peter McLaren, Aimee M. Carrillo-Rowe,* Rebecca L. Clark,* Philip A. Craft*

Professor of Education

University of California, Los Angeles

College of Education

Los Angeles, CA 90024-1521

Peter: I’ve really enjoyed the discussions we’ve been having these past few weeks in Seattle. All of you have been doing some intensive research and work on whiteness. All of you would be defined as “white” from your skin color at least (even though, Aimee, I realize you are part Mexicana). What do you want to say about whiteness? What is whiteness? What do you mean by whiteness?

Rebecca: The first book we read on whiteness was Ruth Frankenberg’s Social Construction of Whiteness: White Women, Race Matters (1993), which of course is not the first academic discussion of whiteness—DuBois (1989) probably should take the credit there—but Frankenberg takes a contemporary look at what whiteness means. Her main point is that when we think of race, we think of"others” and we don’t think of white people and we don’t think of whiteness as a category. Whites in the United States don’t tend to think of themselves as having a racial identity. For instance, a colleague of ours was having a discussion in her public speaking class about ethnicity and one of her students said, “Oh, I’m not ethnic, I’m white.” Because we are the racial center and because whiteness is unmarked and often uncontested, white people have a hard time articulating what it means to be white. But whiteness is pervasive. Peter, you summed it up nicely in your interview with Steinberg that “whiteness is everywhere, yet nowhere, everything, and nothing. Slippery, formless, and yet as intractable as hell when you brush up against it” (1995, p. 143).

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