Citation

What is in the Name? Construction of educational change in the post-socialist world over two decades

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Abstract:

With the two decades of educational reform in the post-socialist nations, how was this change framed in scholarly discourses and policy narratives? This study identifies and analyzes prominent discourses of educational change that also directed further reforms in post-socialist nations in the past two decades. The origins of these discourses, their theoretical underpinnings, evolution, and cultural biases are analyzed. This study draws on methods of discourse analysis and utilizes the concept of sensemaking and the lens of translation to deconstruct how educational change is framed. Most of the identified discourses—Restoration, Importation, Revolution and Evolution, Transformation and Innovation, Crisis and Survival, Glocalization, Educational Borrowing, System Convergence, Education for Social Transformation—originated outside either education or the post-socialist region itself in transitology studies, dependency theory, world system theory, and social reproduction theory. The resultant discourses carried over or challenged the underlying theoretical assumptions, exposed cultural sensitivity, or otherized the post-socialist region. Contrary to the earlier prediction that with the end of the Cold War economic, political, and social institutions would converge into one monolithic world order, the chapter argues that the contemporary world today has come to display diversity, particularism, multiple voices, and the beginning of new histories. This study identifies emerging lines of research that look into the construction of meanings and expose cultural biases, while offering original conceptualization of two decades of scholarship on post-socialist educational change.

Author's Keywords:

post-Socialist education
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p485394_index.html
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MLA Citation:

Bain, Olga. "What is in the Name? Construction of educational change in the post-socialist world over two decades" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, May 01, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p485394_index.html>

APA Citation:

Bain, O. , 2011-05-01 "What is in the Name? Construction of educational change in the post-socialist world over two decades" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p485394_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: With the two decades of educational reform in the post-socialist nations, how was this change framed in scholarly discourses and policy narratives? This study identifies and analyzes prominent discourses of educational change that also directed further reforms in post-socialist nations in the past two decades. The origins of these discourses, their theoretical underpinnings, evolution, and cultural biases are analyzed. This study draws on methods of discourse analysis and utilizes the concept of sensemaking and the lens of translation to deconstruct how educational change is framed. Most of the identified discourses—Restoration, Importation, Revolution and Evolution, Transformation and Innovation, Crisis and Survival, Glocalization, Educational Borrowing, System Convergence, Education for Social Transformation—originated outside either education or the post-socialist region itself in transitology studies, dependency theory, world system theory, and social reproduction theory. The resultant discourses carried over or challenged the underlying theoretical assumptions, exposed cultural sensitivity, or otherized the post-socialist region. Contrary to the earlier prediction that with the end of the Cold War economic, political, and social institutions would converge into one monolithic world order, the chapter argues that the contemporary world today has come to display diversity, particularism, multiple voices, and the beginning of new histories. This study identifies emerging lines of research that look into the construction of meanings and expose cultural biases, while offering original conceptualization of two decades of scholarship on post-socialist educational change.


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