Textbooks for Minority Schools of Georgia; Problems and Challenges

Tabatadze, Shalva

doi:10.22333/ijme.2015.5001

Cited by 11 publications

(7 citation statements)

References 2 publications

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“…Reforming the Soviet educational system and introducing the new National Curriculum in schools became part of the political agenda in Georgia beginning in 2004 (Tabatadze et al, 2020). The National Curriculum and school textbook reform were implemented in three waves (Tabatadze, 2015b). In 2004-2007, the first generation of the National Curriculum and school textbooks were developed, piloted, and introduced in Georgian public and private schools (Tabatadze, 2015a(Tabatadze, , 2021Tabatadze & Gorgadze, 2018).…”

Section: Situating the Study: School Textbook Analytical Studies In G...mentioning

confidence: 99%

Analysis of Language Textbooks in Georgia: Approaches to Gender Equality of Males and Females While Teaching Languages

Tabatadze¹,

Gorgadze

2023

International Journal of Educational Reform

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This study aimed to explore gender equality in language textbooks in Georgian schools. The content analysis method was used to answer the research questions, and a theoretical framework was developed based on Porreca's Analytical Framework (1984). The research revealed that men remain more visible in textbooks. Social roles, activities, and professions are gender-biased, and the books contribute to the development of gender stereotypes. The study identified five different approaches that school textbook authors adopt toward gender equality: (1) superficial, (2) artificial, (3) additive, (4) deliberate ignorance, and (5) attitudinal nondeliberate gender mainstreaming approach.

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Section: Situating the Study: School Textbook Analytical Studies In G...mentioning

confidence: 99%

Analysis of Language Textbooks in Georgia: Approaches to Gender Equality of Males and Females While Teaching Languages

Tabatadze¹,

Gorgadze

2023

International Journal of Educational Reform

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“…The purpose of this initiative was to promote bilingual education reform; in fact, significant problems accompanied the process of the introduction of bilingual textbooks. Specifically, the following shortcomings of the reform are identified by studies (Office of the State Minister of Georgia for Reconciliation and Civil Equality, 2014;Tabatadze, 2015c;Tabatadze, 2016):…”

Section: The Quality Of Bilingual School Textbooksmentioning

confidence: 99%

“…The 70%/30%, translation principle of textbooks was not based on any scientific evidence and did not correspond to the principles of content and language integrated learning (CLIL). Accordingly, the artificial percentile division turned out to be absolutely ineffective and to have only an adverse effect (Tabatadze, 2015c); (2) Subject teachers who do not speak the state language are unable to use the textbooks properly since they do not understand the content of the 30% of the textbooks left in the state language (Office of the State…”

Section: The Quality Of Bilingual School Textbooksmentioning

confidence: 99%

Bilingual Educational Policy in Georgia: Can it Benefit the Process of Integration of Society?

Tabatadze¹

2019

CEPSj

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This article reviews the educational policy for the integration of society in Georgia. It is an analytical research paper on the current situation of ethnic minority education in Georgia. The problems and opportunities of bilingual education policy are analysed in the article. The content analysis research method was utilised in the study. The author argues that bilingual education is a crucial tool for the integration of Georgian society; however, local control, involvement, and context are crucial in the implementation of a national bilingual educational programme. The changes on the political, institutional and pedagogical levels of bilingual education are necessary for the successful implementation of bilingual education reform.

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“…Georgia has a population of approximately 3,700,000, with ethnic minorities comprising 13.2 percent of the total population (Department of Statistics of Georgia, 2014). Armenians and Azerbaijanis make up the largest percentage of the ethnic minority population and are concentrated in specific regions of Georgia (Tabatadze, 2015a, b, 2017; Tabatadze and Gorgadze, 2014b; Gabunia, 2014).…”

Section: Affirmative Action Policy In Georgian Hementioning

confidence: 99%

Affirmative action policy in admissions system of higher education of post-Soviet Georgia

Tabatadze¹,

Gorgadze²

2017

JARHE

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Purpose The purpose of this paper is to explore affirmative action policy in higher education (HE) admissions in post-Soviet Georgia. Design/methodology/approach The study analyzed the effectiveness of the quota system from the perspective of the “minority rights protection” and “diversity” paradigms. The study used content analysis, focus group discussions, and interviews research methods. Findings Research revealed several important patterns: the problems of minority education are associated with academic achievements as well as social integration; although the importance of diversity is evident in the Government of Georgia, the benefits of diversity are not realized fully through affirmative action policies in institutions of HE. The authors have argued that the shift from the “minority rights protection” to the “diversity” paradigm is necessary to solve minority students’ existing problems and to benefit from the positive effects of diversity on academic and democratic outcomes for all students. Practical implications The findings of this study have practical importance. They can be used for the implementation of the affirmative action policy in HE admissions system of Georgia. Originality/value The paper is based on original research conducted in Georgia and the study contributes to the development of the field of multicultural and minority education in Georgia.

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Textbooks for Minority Schools of Georgia; Problems and Challenges

Cited by 11 publications

References 2 publications

Analysis of Language Textbooks in Georgia: Approaches to Gender Equality of Males and Females While Teaching Languages

Analysis of Language Textbooks in Georgia: Approaches to Gender Equality of Males and Females While Teaching Languages

Bilingual Educational Policy in Georgia: Can it Benefit the Process of Integration of Society?

Affirmative action policy in admissions system of higher education of post-Soviet Georgia

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