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Reimaginig Utopias explores the shifting social imaginaries of post-socialist transformations to understand what happens when the new and old utopias of post-socialism confront the new and old utopias of social science. This peer-reviewed volume addresses the theoretical, methodological, and ethical dilemmas encountered by researchers in the social sciences as they plan and conduct education research in post-socialist settings, as well as disseminate their research findings. Through an interdisciplinary inquiry that spans the fields of education, political science, sociology, anthropology, and history, the book explores three broad questions: How can we (re)imagine research to articulate new theoretical insights about post-socialist education transformations in the context of globalization? How can we (re)imagine methods to pursue alternative ways of producing knowledge? And how can we navigate various ethical dilemmas in light of academic expectations and fieldwork realities? Drawing on case studies, conceptual and theoretical essays, autoethnographic accounts, as well as synthetic introductory and conclusion chapters by the editors, this book advances an important conversation about these complicated questions in geopolitical settings ranging from post-socialist Africa to Eastern Europe and Central Asia. The contributors not only expose the limits of Western conceptual frameworks and research methods for understanding post-socialist transformations, but also engage creatively in addressing the persisting problems of knowledge hierarchies created by abstract universals, epistemic difference, and geographical distance inherent in comparative and international education research. This book challenges the readers to question the existing education narratives and rethink taken-for-granted beliefs, theoretical paradigms, and methodological frameworks in order to reimagine the world in more complex and pluriversal ways.

Teaching --- onderwijs --- opvoeding --- socialisme --- Education --- Educational research --- Research.

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The Armenian government has articulated the commitment to integrating the principles of gender equality in its education system. This commitment has been reflected in the adoption of the gender policy concept paper in 2010 and the law on securing equal rights and equal opportunities for women and men in 2013, which identify gender equality as a priority area and call for integrating the gender dimension into the school curriculum at all levels. This policy report examines whether and to what extent the principles of gender equality are reflected in Armenian school curriculum and textbooks, identifies key issues related to the achievement of gender equality goals in education, and provides policy level recommendations to improve gender-sensitivity in school curriculum and textbooks. Data was drawn from an overview of existing studies on gender representation in Armenian school curricula and textbooks conducted by local experts, primarily relying on the study commissioned by the World Bank (Osipov and Sargizova, 2015). The study was based on a comprehensive analysis of 9 high school textbooks in Social Science (grades 10 and 11), Armenian History (grades 10, 11 and 12), and Armenian Literature (grades 10, 11 and 12), as well as an analysis of academic standards, syllabi, and teacher's guides for the same subjects. Data for the policy report was also supplemented by interviews with key education stakeholders.

Education --- Education For All --- Education For the Knowledge Economy --- Education Reform --- Gender --- Human Development --- Inequality --- Poverty Reduction --- Secondary Education --- Textbooks

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"Reflecting on almost three decades of postsocialist transformations, the 2nd edition of Globalization on the Margins explores continuities and changes in Central Asian education development since the dissolution of the Soviet Union in 1991, with a particular focus on the developments that took place since the production of the 1st edition in 2011. Rather than viewing these transformations in isolation, the authors place their analyses within the global context by reflecting on the interaction between Soviet legacies and global education reform pressures in the Central Asian countries of Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and Uzbekistan. Notwithstanding the variety of theoretical perspectives, methodological approaches, and conceptual lenses, the essays have one thing in common. Both individually and collectively, they reveal the complexity and uncertainty of the postsocialist education transformations. Instead of portraying the transition process as the influx of Western ideas into the region, Globalization on the Margins provides new lenses to critically example education as a contested field of diverse perspectives, competing forces, and multidirectional flow of ideas, concepts, and reforms in Central Asia"--

Education --- Educational change --- Education and globalization --- Globalization and education --- Globalization --- Change, Educational --- Education change --- Education reform --- Educational reform --- Reform, Education --- School reform --- Educational planning --- Educational innovations --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training

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This book explores childhood and schooling in late socialist societies by bringing into dialogue public narratives and personal memories that move beyond imaginaries of Cold War divisions between the East and West. Written by cultural insiders who were brought up and educated on the eastern side of the Iron Curtain - spanning from Central Europe to mainland Asia - the book offers insights into the diverse spaces of socialist childhoods interweaving with broader political, economic, and social life. These evocative memories explore the experiences of children in navigating state expectations to embody “model socialist citizens” and their mixed feelings of attachment, optimism, dullness, and alienation associated with participation in “building” socialist futures. Drawing on the research traditions of autobiography, autoethnography, and collective biography, the authors challenge what is often considered ‘normal’ and ‘natural’ in the historical accounts of socialist childhoods, and engage in (re)writing histories that open space for new knowledges and vast webs of interconnections to emerge. This book will be compelling reading for students and researchers working in education, sociology and history, particularly those within the interdisciplinary fields of childhood and area studies. ‘The authors of this beautiful book are professional academics and intellectuals who grew up in different socialist countries. Exploring “socialist childhoods” in myriad ways, they draw on memories, and collective history, emotional insider knowledge and the measured perspective of an analyst. What emerges is life that was caught between real optimism and dullness, ethical commitments and ideological absurdities, selfless devotion to children and their treatment as a political resource. Such attention to detail and examination of the paradoxical nature of this time makes this collective effort not only timely but remarkably genuine.’ —Alexei Yurchak, University of California, USA.

Socialism and education. --- Educational change --- Children and politics. --- Former communist countries. --- Politics and children --- Change, Educational --- Education change --- Education reform --- Educational reform --- Reform, Education --- School reform --- Education and socialism --- Education. --- Educational policy. --- ducation and state. --- Educational sociology. --- Education and sociology. --- Sociology, Educational. --- Childhood. --- Adolescence. --- Social groups. --- Educational Policy and Politics. --- Schools and Schooling. --- Sociology of Education. --- Early Childhood Education. --- Childhood, Adolescence and Society. --- Association --- Group dynamics --- Groups, Social --- Associations, institutions, etc. --- Social participation --- Teen-age --- Teenagers --- Puberty --- Childhood --- Kids (Children) --- Pedology (Child study) --- Youngsters --- Age groups --- Families --- Life cycle, Human --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Education --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Development --- Aims and objectives --- Government policy --- Educational planning --- Educational innovations --- Schools. --- Early childhood education. --- Public institutions --- Public schools --- Education and state. --- Child development. --- Educational sociology . --- Child study --- Development, Child --- Developmental biology --- bsup.

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Reimaginig Utopias explores the shifting social imaginaries of post-socialist transformations to understand what happens when the new and old utopias of post-socialism confront the new and old utopias of social science. This peer-reviewed volume addresses the theoretical, methodological, and ethical dilemmas encountered by researchers in the social sciences as they plan and conduct education research in post-socialist settings, as well as disseminate their research findings. Through an interdisciplinary inquiry that spans the fields of education, political science, sociology, anthropology, and history, the book explores three broad questions: How can we (re)imagine research to articulate new theoretical insights about post-socialist education transformations in the context of globalization? How can we (re)imagine methods to pursue alternative ways of producing knowledge? And how can we navigate various ethical dilemmas in light of academic expectations and fieldwork realities? Drawing on case studies, conceptual and theoretical essays, autoethnographic accounts, as well as synthetic introductory and conclusion chapters by the editors, this book advances an important conversation about these complicated questions in geopolitical settings ranging from post-socialist Africa to Eastern Europe and Central Asia. The contributors not only expose the limits of Western conceptual frameworks and research methods for understanding post-socialist transformations, but also engage creatively in addressing the persisting problems of knowledge hierarchies created by abstract universals, epistemic difference, and geographical distance inherent in comparative and international education research. This book challenges the readers to question the existing education narratives and rethink taken-for-granted beliefs, theoretical paradigms, and methodological frameworks in order to reimagine the world in more complex and pluriversal ways.

Teaching --- onderwijs --- opvoeding --- socialisme