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Is there a chance for democracy? Teachers, schooling, and citizenry in Ukraine

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Abstract:

After the collapse of the Soviet Union in 1991, Ukraine embarked on its democratic development and integration into a free market global economy reforming political, economic, and social spheres of its public life, including the educational system. Educational reformers have advocated for the decentralization of the educational system, utilization of student-centered pedagogy, and promotion of citizenship democratic education. However, many Ukrainian educators view a process of democratization only in terms of formation of a distinct national identity grounded in history and culture. Their focus on ideas of patriotism and nationalism has hindered the development of citizenship based on the notion of active participation, tolerance, and critical analysis of institutional arrangements. Research on Ukrainian teacher candidates shows that implementation of democratic citizenship education is impeded by their little knowledge of civil society and democratic values and the role they could have in its development. Consequently, education practiced by Ukrainian educators with autocratic and traditional thinking leads only to the formation of national loyalty and conformity and does not prepare students for their democratic functioning and governing as citizens of the state. This research paper will discuss Ukrainian teachers and compulsory schooling in terms of three phenomena: reflective and routine teachers; authoritarian and libertarian schooling; public and emergency time. It will also show how these phenomena influence the construction of citizenship and regime of the nation-state; what phenomena might be effective in the context of Ukrainian democratic nation-building; and what role teacher education programs ought to perform in this process.

Author's Keywords:

Ukraine
Convention
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


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URL: http://citation.allacademic.com/meta/p493920_index.html
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MLA Citation:

Kovalchuk, Serhiy. "Is there a chance for democracy? Teachers, schooling, and citizenry in Ukraine" 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/p493920_index.html>

APA Citation:

Kovalchuk, S. , 2011-05-01 "Is there a chance for democracy? Teachers, schooling, and citizenry in Ukraine" 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/p493920_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: After the collapse of the Soviet Union in 1991, Ukraine embarked on its democratic development and integration into a free market global economy reforming political, economic, and social spheres of its public life, including the educational system. Educational reformers have advocated for the decentralization of the educational system, utilization of student-centered pedagogy, and promotion of citizenship democratic education. However, many Ukrainian educators view a process of democratization only in terms of formation of a distinct national identity grounded in history and culture. Their focus on ideas of patriotism and nationalism has hindered the development of citizenship based on the notion of active participation, tolerance, and critical analysis of institutional arrangements. Research on Ukrainian teacher candidates shows that implementation of democratic citizenship education is impeded by their little knowledge of civil society and democratic values and the role they could have in its development. Consequently, education practiced by Ukrainian educators with autocratic and traditional thinking leads only to the formation of national loyalty and conformity and does not prepare students for their democratic functioning and governing as citizens of the state. This research paper will discuss Ukrainian teachers and compulsory schooling in terms of three phenomena: reflective and routine teachers; authoritarian and libertarian schooling; public and emergency time. It will also show how these phenomena influence the construction of citizenship and regime of the nation-state; what phenomena might be effective in the context of Ukrainian democratic nation-building; and what role teacher education programs ought to perform in this process.


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