Titlebook: Education and Civic Culture in Post-Communist Countries; Stephen Webber (Lecturer),Ilkka Liikanen (Research Book 2001 Palgrave Macmillan,

TEMPO

書目名稱Education and Civic Culture in Post-Communist Countries影響因子(影響力)




書目名稱Education and Civic Culture in Post-Communist Countries影響因子(影響力)學科排名




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書目名稱Education and Civic Culture in Post-Communist Countries被引頻次




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書目名稱Education and Civic Culture in Post-Communist Countries年度引用學科排名




書目名稱Education and Civic Culture in Post-Communist Countries讀者反饋




書目名稱Education and Civic Culture in Post-Communist Countries讀者反饋學科排名

MITE

Reflections on Social Networks and Collective Action in Russiaof socio-political movements and the emergence or re-emergence of ‘civil society’ (for example: Kukathas .. 1991; Lewis 1992; Sedaitis and Butterfield 1991) have made room for disillusionment as pressure groups and political parties have proved weak or transient. ‘Civil society’ has increasingly dis

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Educational and Political Capital and the Breakthrough of Voluntary Association in Russian KareliaEast German students he further elaborated some of the main themes of his famous book .. Bourdieu asked himself whether the theoretical model presented in the book could also be applied in the DDR, and on what conditions. His brief reconsiderations open an interesting perspective on late-communist s

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大溝

National Schools and National Identity in and after the Soviet Union of provision of education in the mother tongue for non-Russians and the success or otherwise of numerous ‘russifying’ reforms in education. Official data on the extent of Russian language schools does not match up with anecdotal evidence or the census returns on language knowledge. This confused pi

使殘廢

Ethnic Minorities in the Czech Education System: Before and After Transition (1945–97)tween Czechs and German-speakers in the nineteenth and first half of the twentieth centuries. The events of the Second World War, and the subsequent expulsion of practically the entire three-million strong community of Germans from Czechoslovakia, brought an end to the fragile coexistence of the two

使殘廢

New Paradigms of National Education in Multi-Ethnic Russia the re-emergence of Russia in ‘pedagogical world culture’ (.). The search for identity on the part of more than 120 ethnic groups that make up the Russian population does not fit easily with the aim of redefining inter-ethnic relations in a country that regards itself as a multinational state with

指令

Ethnographical Activism as a Form of Civic Education: a Case Study on School Museums in North-West Ri-official ethnic identity politics, especially concerning the Vepsians living in north-west Russia, in the Karelian Republic and the Leningrad .’. My main interest is in issues of learning, preserving and developing local language and ethnic traditions, and in the practices of remembering the ethni

eczema

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