Global Discourses and Local Responses: A Dialogic Perspective on Educational Reforms in the Russian Federation

Actors’ reflexivity and engagement in the formation of new accounting tools during university hybridization

“…MES is responsible for setting the Actors' reflexivity and engagement educational standards, the financial policy, and the legal regulation of higher education. During the past decade, Russian higher education has been part of the Bologna process, introducing a three-cycle model of bachelor, master, and doctoral programmes (Aydarova, 2015). However, even though the current system promotes academic freedom in curricular formation and research based on social demands (EACEA, 2017), it is also evident that it is still dependent on remnants of the Soviet past characterised by a high standardisation of programmes and normative traditions of research (Yudkevich, 2014).…”

“…The presence of rapid changes with no period of adaptation and expertise-building makes the Russian university a critical site for tracking actors' reflexivity and engagement. These changes become more intriguing when considering the long-lasting Soviet academic model which arguably remained unchanged until recently (Aydarova, 2015;EACEA, 2017). Moreover, with only a few exceptions (Grossi et al, 2019b;Dobija et al, 2019), research on hybrid universities and accounting is largely set in Anglo-Saxon countries (Grossi et al, 2019a).…”

Discursive contestations and pluriversal futures: A decolonial analysis of educational policies in the United Arab Emirates

“…Instead of focusing on how these voices fall short of Western or global conceptions of education, future research could pursue the decolonial ethics of responsible engagement with the Other and examine how local alternatives can be used to dismantle global norms (Aydarova, 2015). This type of ethical engagement with the narratives that contest dominant discourses and provide insights into forms of education eradicated by the spread of global neoliberal policies can create more opportunities for reimagining alternatives for pluriversal futures (Mignolo, 2011).…”

“…As Takayama, Sriprakash, and Connell (2017, p. S18) argued, postcolonial and decolonial theories show "how the 'Rest' can be conceptualized as a source of radical difference and a basis for confronting the active legacy of colonialism that constraints our imagination about pedagogy, policy, and research." Thus, attention to alternative discourses affords international scholars the opportunity to attend to the voices of decolonization and dissent in subnational spaces and to amplify those voices across international borders.Instead of focusing on how these voices fall short of Western or global conceptions of education, future research could pursue the decolonial ethics of responsible engagement with the Other and examine how local alternatives can be used to dismantle global norms (Aydarova, 2015). This type of ethical engagement with the narratives that contest dominant discourses and provide insights into forms of education eradicated by the spread of global neoliberal policies can create more opportunities for reimagining alternatives for pluriversal futures (Mignolo, 2011).…”

“…A side effect of these dependencies is the elimination of alternative educational paradigms and philosophies that become discarded as unfit for the modern age (Spring, 2015a(Spring, , 2015b. When education professionals even in such relatively independent contexts as the Russian Federation perceive the elimination of national alternatives as a form of colonization (Aydarova, 2015), it behooves international researchers to attend to the ways in which global policy trade has begun to operate as a neocolonial regime (Spring, 2015a(Spring, , 2015b.These transformations place an additional burden on international education policy research. Scholars now have to not only document the spread of global policies but also chart possible trajectories for decolonization and deimperalization of education (Chen, 2010).…”