Revisiting Pasts, Reimagining Futures: Memories of (Post)Socialist Childhood and Schooling

Aydarova, Elena; Millei, Zsuzsa; Piattoeva, Nelli; Silova, Iveta

doi:10.1080/10564934.2016.1223977

Cited by 20 publications

(13 citation statements)

References 78 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Furthermore, educational scientists from the former socialist bloc – for example, the pedagogical work of Kairov, Krupskaya and Makarenko (Sáska, 2008) from the Soviet Union – considered political education as crucial for their societies. By teaching a practical and collective life – working in socialist factories during the summer, picking fruit for a week during school time, participating in pioneer groups, doing good deeds for the collective, participating in demonstrations, and so on – they focused on developing politically aware socialist individuals (Aydarova et al, 2016). On the other side of the Iron Curtain, from the 1950s to the 1970s, the first major sweep of research to explore children’s political lives focused on political learning as a form of socialization or the learning of norms (Connell, 1987).…”

Section: Children’s Profoundly Political Livesmentioning

confidence: 99%

Recognizing politics in the nursery: Early childhood education institutions as sites of mundane politics

Millei

Kallio

2016

Contemporary Issues in Early Childhood

Self Cite

View full text Add to dashboard Cite

In his inspirational article titled ‘Bringing politics into the nursery’, Peter Moss argues for early childhood institutions to become places of ‘democratic political practice’. In this article, the authors add to Moss’s call and argue that these institutions are sites of ‘mundane political practice’, containing various attitudinal orientations and ideologies, and including many kinds of purposive activities. Recognizing different dimensions of political life in institutional spaces where children lead their lives requires a differentiation between two types of politics: first, official politics and policies that aim to institute certain ideals in early childhood education and care and, second, everyday politics unfolding in communities that involve people as political subjects from birth until death. When the latter is discussed in early childhood research, if at all, it is rarely identified in political terms, which the authors consider problematic. The lacking recognition of mundane politics denies important aspects of children’s agency, which is prejudicial in itself. Moreover, such ignorance may lead to unintended consequences in democratization processes, like the one suggested by Moss. Imposing political ideals without recognizing children’s existing political agencies carries a risk of interfering with their political lives so that some children may feel misrecognized or find their capacities to act hindered or their activities misunderstood. In order to avoid such outcomes, this article is an argument for research and pedagogies that acknowledge and scaffold children’s political agencies at large.

show abstract

Section: Children’s Profoundly Political Livesmentioning

confidence: 99%

Recognizing politics in the nursery: Early childhood education institutions as sites of mundane politics

Millei

Kallio

2016

Contemporary Issues in Early Childhood

Self Cite

View full text Add to dashboard Cite

show abstract

“…In some cases, educational researchers have turned their attention to memory, highlighting the importance, for example, of autobiography, oral history and narrative methodologies in challenging dominant constructions of the past and dominant neoliberal educational prescriptions (e.g. Aydarova et al, 2016;Harding & Gabriel, 2011), or proposing pedagogical interventions that, like the approach outlined in the introduction, actively embrace the construction of memory (e.g. Corredor et al, 2018).…”

Section: Schools Nationalism and Narratives Of Ethnic Conflictmentioning

confidence: 99%

Education as site of memory: developing a research agenda

Paulson

Abiti²,

Osorio³

et al. 2020

International Studies in Sociology of Education

View full text Add to dashboard Cite

The field of memory studies tends to focus attention on the '3Ms'museums, monuments, memorialsas sites where memories are constructed, communicated, and contested. Where education is identified as a site for memory, the focus is often narrowly on what is or is not communicated within curricula or textbooks, assuming that schools simply pass on messages agreed or struggled over elsewhere. This article explores the possibilities opened when educative processes are not taken as stable and authoritative sites for transmitting historical narratives, but instead as spaces of contestation, negotiation and cultural production. With a focus on 'difficult histories' of recent conflict and historical injustice, we develop a research agenda for education as a site of memory and show how this can illuminate struggles over dominant historical narratives at various scales, highlighting agencies that educational actors bring to making sense of the past.

show abstract

“…The problem is the tendency towards explanations that are binary rather than relational (Silova et al, 2017). This often limits what can be seen but more importantly, dualistic thinking tends to position one side, usually the Western, as ‘better’ (Aydarova et al, 2016; Carney et al, 2012). When cheating occurs it will often be explained by way of self-identification as a culture of degraded values and prevalent corruption, as Croatian teachers (Štambuk et al, 2016) and some East European scholars (e.g.…”

Section: Test Cheating In Post-socialist Countriesmentioning

confidence: 99%

Test cheating and standardised assessment in Croatia: Changing procedures, changing minds?

Ćosić¹

2018

Policy Futures in Education

View full text Add to dashboard Cite

This paper attempts to explain why test cheating in Croatia seemingly prevails despite the introduction of a standardised examination, the state matura. It offers a contrast to sweeping cultural explanations of the stereotypical Eastern-European cheater and attempts to examine the issue more thoroughly. The Croatian state matura is a secondary school exit examination which was adopted as part of the surge of neoliberal policies around the world and was financed through a World Bank loan. The position taken here is that borrowed neoliberal policies, like standardised assessment, lead to unpredictable and unexpected responses in post-socialist settings (Silova, 2010 ; Steiner-Khamsi and Stolpe, 2006 ), offering new perspectives and explanations on educational practices more generally. The concepts of comparative and transcendental justice (Sen, 1999 , 2009 ) are used to illustrate how cheating practices in Croatian educational settings seemingly prevailed, despite the introduction of the state matura. The paper maps the trend of Croatian teachers’ handling of cheating and suggests that standardised assessment cultivates a vision of educational fairness that is both enabled and constrained by a belief in a perfectly just procedure.

show abstract

Revisiting Pasts, Reimagining Futures: Memories of (Post)Socialist Childhood and Schooling

Cited by 20 publications

References 78 publications

Recognizing politics in the nursery: Early childhood education institutions as sites of mundane politics

Recognizing politics in the nursery: Early childhood education institutions as sites of mundane politics

Education as site of memory: developing a research agenda

Test cheating and standardised assessment in Croatia: Changing procedures, changing minds?

Contact Info

Product

Resources

About