“Paper Wave”, “Paper Pressing” And “Paper Genocide” As Applicable To The Russian Education System

2020 ◽  
Vol 12 (2) ◽  
pp. 119-124
Author(s):  
Alexander M. Osipov ◽  
Keyword(s):  
Education System ◽  
Social Contexts ◽  
Top Management ◽  
The Social ◽  
Russian Education ◽  
Managerial Problem

The article considers the metaphors of “paper wave,” “paper pressing” and “paper genocide” as reflecting the social realities of the Russian education system, which are nonetheless poorly understood in sociolinguistics and mostly tabooed within respectable Russian academia and top-management. The relevancy and applicability of these metaphors are substantiated as their criteria, social contexts, and basic connotations are specified. “Paper genocide” is analyzed in journalistic and academic contexts as a term that reproduces the most significant aspects of genocide but with a social and non-criminal meaning. “Paper genocide” helps draw attention to the most acute social and managerial problem, a deadlock within the contemporary Russian education system.

scholarly journals Political Principles and Values of the Russian Education System Functioning: Historical Experience

2021 ◽  
Vol 21 (1) ◽  
pp. 91-100
Author(s):  
K.A. Afanasieva ◽  
Keyword(s):  
Education System ◽  
Political System ◽  
Historical Experience ◽  
Historical Material ◽  
The Social ◽  
Political Management ◽  
System Functioning ◽  
Political Principles ◽  
Russian Education

Social, political and ideological factors that have significantly influenced the formation of the Russian education system are revealed. The historical material shows the functional role of the education system in the social and political system of Russia, which has been transformed in accordance with the interests of the state. The conclusion about the instrumental application of the education system in political management is substantiated.

scholarly journals Bureaupathology and paper pressing in the Russian education

2020 ◽  
Vol 20 (4) ◽  
pp. 953-966
Author(s):  
A. M. Osipov
Keyword(s):  
Social Relations ◽  
Education System ◽  
Management Strategy ◽  
Information Flows ◽  
Social Efficiency ◽  
Social Mission ◽  
Dead End ◽  
The Social ◽  
Expert Assessments ◽  
Russian Education

The redundancy, intensity and formalization of paperwork in education have become its painful feature: educational bureaucracy and evaluation mania ignore the social mission of education, paper pressure and paper genocide are barriers to its progress and manageability. The article presents the results of an interregional study of managerial information flows in the Russian education system: it analyzes data of representative surveys and timing of the workloads of the main personnel groups, expert assessments, document flows in the education system in the perspective of the theory of bureaucracy and institutional functions of education. Thus, the redundancy of information flows in the school system exceeds the functional needs of management by more than 20 times. The number of the types of documents written by the teacher reaches 95 on average, and their labor intensity is comparable to teaching. Most of the collected information is not reliable and is not used for educational purposes; it is rather a means to ensure the managerial omnipotence and excess personnel. The key source of paper pressure and paper genocide in the education system is the management strategy that ignores the social mission of education and its social efficiency. This strategy expresses bureaucratic distrust to educators and to the possibilities of public-private administration. Practices based on this strategy lead to irrelevant, unreliable and ineffective information flows, deformed social relations and professional culture of teachers, their widespread burnout and outflow from education. The identified management strategy is a dead end for the Russian education system and an obstacle for preserving its potential and development under the growing global competition.

scholarly journals Interaction of social institutions as a vector of personal development

2020 ◽  
Vol 87 ◽  
pp. 00052
Author(s):  
V.E. Kozlov ◽  
A.A. Timofeev ◽  
G.F. Sadrislamov
Keyword(s):  
Education System ◽  
Personal Development ◽  
Social Institutions ◽  
Social Practices ◽  
The Social ◽  
Russian Education

The article examines the potential of the social institutions’ interaction in the context of the personal development and socialization ideas. Considering the traditional Russian mentality and the characteristics of the Russian education system, the authors focus on the new conditions of socialization, revealing the methodology for the effective social practices’ development.

ATYPICAL CORPOREALITY AS A SOCIAL CONSTRUCT AND THE INCLUSION PROBLEM IN THE RUSSIAN EDUCATION SYSTEM

2021 ◽  
pp. 116-125
Author(s):  
Natalia A. Lukianova ◽  
◽  
Anna A. Shavlohova ◽  
Elena V. Fell ◽  
◽  
...  
Keyword(s):  
Social Construction ◽  
Inclusive Education ◽  
Education System ◽  
The Body ◽  
Social Model ◽  
Inclusion Problem ◽  
Educational Practices ◽  
The Social ◽  
Wide Range ◽  
Russian Education

The article deals with the issue of stereotyping disability in Russia and the Russian education system. As educators make attempts to ensure that people with disabilities begin to access quality education in Russia, results often disappoint. Aiming to uncover the fundamental reasons that underpin failures in the implementation of inclusive practices, the authors suggest that the perception of disability understood as the social construction of atypical corporealityconditions the implicit understanding of what inclusive education is.The purpose of this article, therefore, is to identify the specific features of the social construction of atypical corporeality and explore ways in which these features are manifested in educational practices. Accordingly, the complexity of the object of study determined the need to refer to a wide range of methodological frameworks of cultural, semiotic and constructionist schools, which allowed the authors to determine the coding methods involved in the social construction of an atypical body. The theoretical investigation allowed the authors to conclude that the construction of atypical corporeality is the outcome of an underlying social agreement regarding the implementation of a particular model of disability (in particular, the article compares the social and medical models). Furthermore, a comparative analysis of educational practices used in the systems of inclusive education in conjunction with the problems of the body in society reveals the inconsistency of their implementation in Russia. Consequently, the authors conclude the article by outlining the key conditions for the social construction of atypical corporeality. Moreover, they identify the following controversy as the main obstacle preventing the implementation of effective inclusion practices into the Russian education system: while declaring the adherence of the “social model” of disability, the Russian education system continues to rely on the medical understanding of the body persistently implementing the medical model.

The Social Contexts of Racial Discrimination in Sentencing

1986 ◽  
Vol 33 (3) ◽  
pp. 236-251 ◽  
Author(s):  
Martha A. Myers ◽  
Susette M. Talarico
Keyword(s):  
Racial Discrimination ◽  
Social Contexts ◽  
The Social

Entanglements between Agency and Vulnerability in the Phenomenon of Birth. Reflections on Children’s Expressions about ‘Being Born’

2020 ◽  
Vol 15 (2-2020) ◽  
pp. 135-146
Author(s):  
Catrin Heite ◽  
Veronika Magyar-Haas
Keyword(s):  
Social Studies ◽  
Social Construction ◽  
Well Being ◽  
Social Contexts ◽  
Living Environment ◽  
Social Actors ◽  
The Social ◽  
The Family ◽  
Cultural Embeddedness

Analogously to the works in the field of new social studies of childhood, this contribution deals with the concept of childhood as a social construction, in which children are considered as social actors in their own living environment, engaged in interpretive reproduction of the social. In this perspective the concept of agency is strongly stressed, and the vulnerability of children is not sufficiently taken into account. But in combining vulnerability and agency lies the possibility to consider the perspective of the subjects in the context of their social, political and cultural embeddedness. In this paper we show that what children say, what is important to them in general and for their well-being, is shaped by the care experiences within the family and by their social contexts. The argumentation for the intertwining of vulnerability and agency is exemplified by the expressions of an interviewed girl about her birth and by reference to philosophical concepts about birth and natality.

THE THE INDIGENOUS IDENTITY INTERPRETED AS A CATEGORY OF ANALYSIS IN POPULATION STUDIES

2017 ◽  
Vol 6 (Especial) ◽  
pp. 105
Author(s):  
Dante Choque-Caseres
Keyword(s):  
Indigenous Peoples ◽  
Methodological Approach ◽  
Indigenous Communities ◽  
Social Contexts ◽  
Indigenous Identity ◽  
Critical Thought ◽  
Northern Border ◽  
The Social ◽  
The Government ◽  
New Research

In Latin America, based on the recognition of Indigenous Peoples, the identification of gaps or disparities between the Indigenous and non-Indigenous population has emerged as a new research interest. To this end, capturing Indigenous identity is key to conducting certain analyses. However, the social contexts where the identity of Indigenous persons are (re)produced has been significantly altered. These changes are generated by the assimilation or integration of Indigenous communities into dominant national cultures. Within this context, limitations emerge in the use of this category, since Indigenous identity has a political and legal component related to the needs of the government. Therefore, critical thought on the use of Indigenous identity is necessary in an epistemological and methodological approach to research. This article argues that research about Indigenous Peoples should evaluate how Indigenous identity is included, for it is socially co-produced through the interaction of the State and its institutions. Thus, it would not necessarily constitute an explicative variable. By analyzing the discourse about Aymara Indigenous communities that has emerged in the northern border of Chile, this paper seeks to expose the logic used to define identity. Therefore, I conclude that the process of self-identification arises in supposed Indigenous people, built and/or reinforced by institutions, which should be reviewed from a decolonizing perspective and included in comparative research.

Digital literacy as a prerequisite for transforming the modern Russian education system

2020 ◽  
Vol 22 (5) ◽  
pp. 62-66
Author(s):  
NATALIA S. EPIFANOVA ◽  
◽  
MIKHAIL G. POLOZKOV ◽  
Keyword(s):  
Educational System ◽  
Education System ◽  
Digital Literacy ◽  
Integrated Approach ◽  
Digital Economy ◽  
Educational Process ◽  
Stage Of Development ◽  
Main Factors ◽  
Russian Education ◽  
Current Stage

The article studies the necessity and features of transformation of the educational system under conditions of accelerated development in the digital economy. Particular attention in the context of this transformation is given to significance and possibilities of digital literacy, which forms the whole complex of fundamentally new requirements for all participants in the education system. The authors argue that the current stage of development of the digital economy requires the education system not only to digitalize its individual elements and links, but to apply a fundamentally new integrated approach that would transform the education system while taking into account new goals, structure and content of the educational process. The authors define digital literacy as the ability to form and apply educational content through digital technologies. The article gives particular emphasis on the significance and potential of individualizing the educational trajectory and the concept of continuing education. The authors consider the main factors in the development and achievement of the level of digital literacy, considering the requirements that the digital economy is currently imposing on the educational system.

The Science and Art of Interviewing

2020 ◽  
Author(s):  
Kathleen Gerson ◽  
Sarah Damaske
Keyword(s):  
Social Research ◽  
Research Question ◽  
Research Process ◽  
Social Contexts ◽  
Science And Art ◽  
The Social ◽  
Interview Guide ◽  
Hidden Patterns ◽  
User Friendly ◽  
Depth Interviews

Qualitative interviewing is one of the most widely used methods in social research, but it is arguably the least well understood. To address that gap, this book offers a theoretically rigorous, empirically rich, and user-friendly set of strategies for conceiving and conducting interview-based research. Much more than a how-to manual, the book shows why depth interviewing is an indispensable method for discovering and explaining the social world—shedding light on the hidden patterns and dynamics that take place within institutions, social contexts, relationships, and individual experiences. It offers a step-by-step guide through every stage in the research process, from initially formulating a question to developing arguments and presenting the results. To do this, the book shows how to develop a research question, decide on and find an appropriate sample, construct an interview guide, conduct probing and theoretically focused interviews, and systematically analyze the complex material that depth interviews provide—all in the service of finding and presenting important new empirical discoveries and theoretical insights. The book also lays out the ever-present but rarely discussed challenges that interviewers routinely encounter and then presents grounded, thoughtful ways to respond to them. By addressing the most heated debates about the scientific status of qualitative methods, the book demonstrates how depth interviewing makes unique and essential contributions to the research enterprise. With an emphasis on the integral relationship between carefully crafted research and theory building, the book offers a compelling vision for what the “interviewing imagination” can and should be.

Sign in / Sign up

Export Citation Format

Share Document