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"Educators Russia."
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Conceptualising the Integration of Action Research into the Practice of Teacher Education Universities in Kazakhstan
This study provides a critical review and assessment of the problems of enhancing the research activity at a Kazakhstani pedagogical university that prepares future teachers. The aim of this study is to provide a rationale for the relevance of scientific and methodological support for increasing the research activity of teachers at pedagogical universities through the systematic integration of practitioner action research into professional practice. The value of action research is related to the change in and improvement of the professional practice of teachers based on the convergence of practice-oriented science and science-oriented practice. This work is in response to the gap in the professional preparation of future teachers, particularly in terms of developing research competencies and equipping future teachers with knowledge about action research. This is in marked contrast to in-service teachers who have been exposed to action research through the whole country’s ongoing reform of teacher education. Using a large survey of academic staff, the paper identifies the key factors influencing the research activity of university teachers. The findings from the survey and the narrative review suggest a willingness and openness to new ways of working among staff, which would make it possible to increase the research activity of university teachers themselves by integrating non-formal forms of research such as action research into their practice.
Journal Article
Fifty-Five Years with Russia
The academic career of internationally recognized Professor of Slavic Studies Magnus Ljunggren spans more than a half century. Here he looks back over his meetings with prominent members of the Russian intelligentsia who from the liberalizing XXII Party Congress in 1961 and down to the present have in various forms struggled with the totalitarian structures of Soviet and post-Soviet society. As a literary scholar Ljunggren has focused on Andrei Bely’s novel Petersburg, Russian Symbolism and Russian Silver Age literature and culture. His memoirs reflect on how his study of Symbolism and his commitment to the Russian civil rights movement over the years have stimulated each other and contributed to a deeper understanding of Russia’s distinctive character. Ljunggren’s gallery of intimate and colorful portraits includes Bulat Okudzhava, Yevgeny Yevtushenko, Joseph Brodsky, Viktor Shklovsky, Lidia Chukovskaya, and Nina Berberova.
eBook
Garden of Broken Statues
Marianna Tax Choldin has studied censorship in Russia for 40 years. She describes the tension between her strong commitment to freedom of expression and her growing understanding of Russian and Soviet censorship. Fluent in Russian, she travels widely in post-Soviet Russia, speaking with hundreds of Russians about their own censorship history.
eBook
Glories of the Soviet Past or Dim Visions of the Future: Russian Teacher Education as the Site of Historical Becoming
In the 2000s, the Russian Ministry of Education introduced educational modernization reforms built on neoliberal principles. This critical ethnographic study examines how the memories of the Soviet past are being re-narrated to assess the current educational reforms. I use Bakhtin's theory of historical becoming to analyze how the vestiges of the past co-exist with the emerging forms of the neoliberal present and shape how teacher educators and their students interpret educational reforms and their daily work.
Journal Article
Language Teachers’ Target Language project: Language for specific purposes of language teaching
The Language Teachers’ Target Language project (LTTL) aims to describe language teachers’ target language use domain (Bachman & Palmer 2010) and to develop a language test for future teachers of English. The team comprises four researchers from Moscow State University (MSU) and Southampton Solent University.
Journal Article
When language becomes power: Russian-speaking teachers in the bilingual general education system in Estonia
After the re-establishment of independent Estonian statehood in 1991, Russian lost its privileges as the dominant and official language in Estonia, and Estonian continued as the only official language. This paper attempts to map the position of a Russian-speaking teacher within the sociological categories of power and language, based on the analysis of legislative acts and strategic documents within the domain of language policy and language legitimization practices in historical retrospective. The main focus of the study stresses an attempt to elaborate on to what extent the low self-efficacy of Russian-speaking teachers as the agents of legitimization of the Estonian language in Russian-speaking schools, and their low position in power relations within the Estonian education system, can be explained in the categories of power and language, as conceptualized on the basis of the social theory of Bourdieu.
Journal Article