Soviet Education and Comparative Research—a German view

Kuebart, Friedrich

doi:10.1080/0305006890250304

Cited by 4 publications

(2 citation statements)

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“…The dogmatic thinking started to change in the 1980s during perestroika with the Soviet social scientists 'gradually abandoning the paradigm of regarding foreign experience primarily as an object of fundamental criticism' (Malkova et al 1989). Moreover, Friedrich Kuebart (1989) used the evidence from print media to show that the Soviets were starting to recognise the value of Western research for the image of the USSR abroad. Kuebart also argued that there were more opportunities for academic collaboration and exchange.…”

Section: Discussionmentioning

confidence: 99%

“…Second, Germany was divided into two parts, one of which was in the Soviet sphere of influence. Third, comparative education was attached to university chairs which helped to make the academic study of the region more sustainable (Kuebart 1989). A number of journal articles by Oscar Anweiler (1965;, Wolfgang Mitter (1973;, and Friedrich Kuebart (1989) were published in CE, Compare, and CER and are included in the analysis that follows.…”

Section: Introductionmentioning

confidence: 99%

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Charting the development of knowledge on Soviet and post-Soviet education through the pages of comparative and international education journals

Chankseliani

2017

Comparative Education

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This paper examines 126 research articles from three comparative education journals to chart the development of knowledge within comparative education on the Soviet Union and post-Soviet countries. Thematic, theoretical, discursive and methodological aspects of scholarship are linked with changing geopolitical realities in a systematic analysis of scholarship published since the late 1950s. A new framework of multi-layered colonialism is introduced to explore different features of the double disadvantage that comparative education knowledge production on post-Soviet countries has faced -Russian imperialism and Western academic colonialism. The paper contributes to comparative education knowledge creation by historicising our understanding of Western academic output and outlining a potential future direction in the development of knowledge on post-Soviet systems, policies, and practices of education.

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Section: Discussionmentioning

confidence: 99%