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Au lendemain de leur prise de pouvoir fin 1917, les bolcheviks lancent deux chantiers destinés à changer en profondeur l’école russe : la polytechnisation qui doit, dans la lignée des écrits de Marx et Engels, réconcilier instruction et travail à la production, et la prolétarisation qui doit favoriser les masses laborieuses dans l’accès aux études – une forme de discrimination positive. Les hésitations, puis la réaction et les bouleversements du stalinisme et de la guerre mettent entre parenthèses ces deux axes de la politique soviétique. Ils refont surface après 1953, alors que des débats sur l’enseignement reprennent dans la sphère publique. Successeur de Staline, Nikita Khrouchtchev impose une perestroïka (refondation) de l’école et de l’université qui vise autant l’avènement du communisme par le respect du travail physique et la promotion des ouvriers et des paysans, que la fin de l’agitation étudiante née suite au « Rapport secret » de 1956, et l’amélioration du recrutement dans certaines branches de la production industrielle et agricole, marquées par la diminution du travail forcé. Le 24 décembre 1958, après une vaste campagne officielle, est votée une loi destinée à « rapprocher l’école et la vie » – réactivation d’un slogan des années 1920. Mais derrière l’unanimité de façade, des désaccords ont vu le jour pendant sa discussion. Les acteurs de l’enseignement et de la recherche – responsables administratifs, pédagogues, universitaires, membres de l’Académie des sciences - ont pesé sur la réforme, atténuant sa dimension idéologique au profit d’une vision technocratique du projet soviétique. Comment s’est déroulé le processus de décision et comment s’explique le faible impact de la loi sur la démocratisation scolaire en URSS ? En quoi l’opposition à la réforme a-t-elle permis à des scientifiques influents de mettre en place des filières d’élite parallèles (« écoles spéciales », université de Novossibirsk), au nom d’un idéal de méritocratie savante ? Que…

Education and state --- Communist education --- Communism and education --- Educational change --- History --- Change, Educational --- Education change --- Education reform --- Educational reform --- Reform, Education --- School reform --- Educational planning --- Educational innovations --- Education and communism --- Education --- Education, Communist --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Government policy --- enseignement --- histoire --- réforme

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For some, socialism is a potent way of achieving economic, political and social transformations in the twenty-first century, while others find the very term socialism outdated. This book engages readers in a discussion about the viability of socialist views on education and identifies the capacity of some socialist ideas to address a range of widely recognized social ills. It argues that these pervasive social problems, which plague so-called ‘developed’ societies as much as they contribute to the poverty, humiliation and lack of prospects in the rest of the world, fundamentally challenge us to act. In our contemporary world-system, distancing ourselves from the injustices of others is neither viable nor defensible. Rather than waiting for radically new solutions to emerge, this book sees the possibility of transformation in the reconfiguration of existing social logics that comprise our modern societies, including logics of socialism. The book presents case studies that offer a critical examination of education in contemporary socialist contexts, as well as reconsidering examples of education under historical socialism. In charting these alternatives, and retooling past solutions in a nuanced way, it sets out compelling evidence that it is possible to think and act in ways that depart from today’s dominant educational paradigm. It offers contemporary policy makers, researchers, and practitioners a cogent demonstration of the contemporary utility of educational ideas and solutions associated with socialism.

Education -- Political aspects. --- Educational sociology. --- Socialism and education. --- Socialism and education --- Education --- Educational sociology --- Political Science --- Social Sciences --- Law, Politics & Government --- Education, Special Topics --- Theory & Practice of Education --- Socialism, Communism & Anarchism --- Political aspects --- Communist education. --- Education and socialism --- Education, Communist --- Education. --- International education. --- Comparative education. --- Educational policy. --- ducation and state. --- Education and sociology. --- Sociology, Educational. --- International and Comparative Education. --- Educational Policy and Politics. --- Sociology of Education. --- International education . --- Education and state. --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- Aims and objectives --- Government policy --- History

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Has China become just another capitalist country in a socialist cloak? Will the Chinese Communist Party's rule survive the next ten years of modernization and globalization? Frank Pieke investigates these conundrums in this fascinating account of how government officials are trained for placement in the Chinese Communist Party. Through in-depth interviews with staff members and aspiring trainees, he shows that while the Chinese Communist Party has undergone a radical transformation since the revolutionary years under Mao, it is still incumbent upon cadres, who are selected through a highly rigorous process, to be ideologically and politically committed to the party. It is the lessons learnt through their teachers that shape the political and economic decisions they will make in power. The book offers unique insights into the structure and the ideological culture of the Chinese government, and how it has reinvented itself over the last three decades as a neo-socialist state

Communism --- Communist education --- Zhongguo gong chan dang --- China --- Politics and government --- Zhongguo gong chan dang. --- S11/0708 --- S11/0709 --- S06/0424 --- S14/0454 --- China: Social sciences--Elite --- China: Social sciences--Cadres (incl. political commissars) --- China: Politics and government--CCP: since 1989 --- China: Education--Education: since 1989 --- Parti communiste chinois. --- Zhong guo gong chan dang --- Chung-kuo kung chʻan tang --- Chūgoku Kyōsantō --- Chungguk Kongsandang --- 中国共产党 --- 中國共產黨 --- КПК --- KPK --- Komunistická strana Číny --- Komunistička partija Kine --- Communist Party of China --- Chinese Communist Party --- Communist Party (China) --- Gong chan dang (China) --- 共产党 (China) --- Коммунистическая партия Китая --- Kommunisticheskai︠a︡ partii︠a︡ Kitai︠a︡ --- Shina Kyōsantō --- Китайска комунистическа партия --- Kitaĭska komunisticheska partii︠a︡ --- Partido Comunista de China --- PCCh --- Parti communiste chinois --- CCP --- Partito comunista cinese --- KPCh --- Kommunistische Partei Chinas --- К.П.К. --- K.P.K. --- CPC --- C.C.P. --- Partia Komuniste të Kinës --- Đảng cộng sản Trung quốc --- Zhong gong --- 中共 --- Pcc --- P.C. Chino --- ХКН --- KhKN --- Хятадын Коммунист нам --- Khi︠a︡tadyn Kommunist nam --- Communism - China --- Communist education - China --- China - Politics and government - 1976-2002 --- Social Sciences --- Political Science --- Communisme --- Éducation communiste --- Chine --- 1976-.... --- Politique et gouvernement --- 1997-....