Civil Society, Social Change, and a New Popular Education in Russia

2018 ◽  
Author(s):  
W. John Morgan ◽  
Irina N. Trofimova ◽  
Grigori A. Kliucharev
Keyword(s):  
Social Change ◽  
Civil Society ◽  
Popular Education

Civil society, social change, and a new popular education

2018 ◽  
pp. 6-18
Author(s):  
W. John Morgan ◽  
Irina N. Trofimova ◽  
Grigori A. Kliucharev
Keyword(s):  
Social Change ◽  
Civil Society ◽  
Popular Education

scholarly journals The Impact of Neoliberalism on Civil Society and Nonprofit Advocacy

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Jennifer Alexander ◽  
Kandyce Fernandez
Keyword(s):  
Social Change ◽  
Civil Society ◽  
Representative Democracy ◽  
Pivotal Role ◽  
Political Advocacy ◽  
Critical Inquiry ◽  
The Impact ◽  
Civic Space ◽  
The U.S ◽  
Nonprofit Advocacy

AbstractThe following manuscript employs critical inquiry to analyze the effects of neoliberalism on nonprofits in the U.S. and their capacity to engage in political advocacy and the production of meaning, a pivotal role for civil society institutions. Three false narratives of how nonprofits support democracy are presented followed by a discussion of how neoliberalism and the economization of the sector has delimited their capacity to fulfill their roles of engaging in emancipatory projects or social change. The manuscript concludes with a discussion of how nonprofits can reclaim civic space and empower citizens in a representative democracy.

scholarly journals Seeing Near and Far: Balancing Stakeholder Needs and Rights in Kazakhstan’s Educational Reform

2007 ◽  
Vol 36 (2) ◽  
Author(s):  
Jazira Asanova
Keyword(s):  
Social Change ◽  
Civil Society ◽  
Educational Reform ◽  
Education System ◽  
Large Scale ◽  
Educational Reforms ◽  
Reform Initiatives ◽  
Current Reform ◽  
Société Civile ◽  
Stakeholder Needs

This paper examines the schooling reform in the post-socialist transformation of Kazakhstan. Adopting a rights-based approach to education, it looks at the ways in which the current education system addresses (or fails to address) the rights and needs of various stakeholders in the society, including teachers, learners, parents, civil society, and policymakers. Two recent large-scale educational reforms form the focus of the paper: a national standardized assessment and a transition from 11 to 12 years of schooling. Implications of the current reform initiatives for Kazakhstan’s development are also discussed, pointing to lessons for understanding schooling and social change in post-socialist transformation. Cet article examine la réforme scolaire pendant la période de transformation post-socialiste du Kazakhstan. En adoptant une approche basée sur les droits de l'éducation, l'auteur considère les méthodes que l'actuel système d'éducation emploie pour répondre (ou ne pas répondre) aux droits et aux besoins des parties prenantes de la société, y compris, les enseignants, les apprenants, les parents, la société civile, et les responsables de politique. Cet article met au point le deux récentes réformes scolaires à grande envergure: la standardisation de l'évaluation nationale et l'ajout d'une année en plus à l'ancien système scolaire de 11 années. L'auteur y examine aussi les répercussions des initiatives de la réforme actuelle pour le développement du Kazakhstan, et suggère les leçons qui pourront nous faire comprendre l'éducation et le changement de la société dans la transformation post-socialiste.

Women’s Rights are Human Rights

2019 ◽  
pp. 223-230
Author(s):  
Bai Guimei
Keyword(s):  
Human Rights ◽  
Social Change ◽  
Civil Society ◽  
Women's Rights ◽  
Social Contexts ◽  
Women’S Rights ◽  
Public And Private ◽  
Cultural Setting ◽  
Chinese Perspective

This comment on the contribution by Hilary Charlesworth and Christine Chinkin focuses on three apparent antinomies of women’s rights: margin–mainstream, specialist–generalist, and family–individual. Adding a Chinese perspective to these discussions, the comment highlights the importance of choice of terminology in a particular cultural setting. It also questions the positioning of actors in terms of centre–periphery and shows how various actors can work across limits and perceived locations. Going beyond the discussions in UN bodies, the comment emphasizes the local social contexts and persisting stereotypes that need to be at the centre of social change. This requires a translation of international normative endeavours into local public and private spheres of civil society, economy, and government.

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