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Recently two new departments, the School of Broadcast Journalism and the Department of Political Science, were created at Moscow State University while leaving the two traditional departments that engendered them intact. The result has been a contestation over academic freedom, standards, and the very definition of both disciplines at Russia's premier university. The new departments are both closely associated with United Russia, the dominant political party in Russian politics and the political movement designed to promote the priorities and policies of Prime Minister and former President Vladimir Putin. This paper examines the self-definition of each of the four departments by means of open-ended, semi-structured interviews with faculty and content-analytic examination of curricular materials, including syllabi and assigned readings. We conclude that the newer departments are somewhat more attuned to certain aspects of the international standards of both disciplines, but demonstrate little adherence to key ethical and pedagogical norms, leaving them more susceptible to political influence. [Copyright The Regents of the University of California; published by Elsevier Ltd.]

Intro -- Contents -- 1 Science Education as a Site of Struggle -- Abstract -- Introduction -- References -- 2 The Constitution of Subjectivities: Discourse, Practices, and Repetition -- Abstract -- The Importance of Althusser, Butler, and Foucault's Work -- Subjectivity and the Discourses of Biology Textbooks -- Methodology for Analyzing Science Curriculum/Textbooks -- Some Directions for Critical Analysis -- Intersections of Sex/Gender and Sexuality and Race -- Neocolonialisms: The Colonizer and the Colonized -- Constituting Depoliticized Neoliberal Subjectivities -- The "Ethical Subject" of Science Education -- Resistances and Reformulations -- References -- 3 The Ethical Subject of Science Education -- Abstract -- Ethics and Science Education -- Ethics in the Science Education Literature -- Ethics, Textbooks, and Curriculum -- Continuing with a Foucauldian Methodology -- What Quali es as an "Ethical Question or Exercise" in These Texts? -- Analysis of Ethical Questions and Exercises in Biology Texts -- Contextualizing Ethical Themes in Textbooks: Governance, Populations, and Lifestyle -- Government Regulation and Policy Recommendation -- Health and Populations -- The Individual and Lifestyle Choices -- Thinking About Relations to Self -- Toward Di erent Approaches to Ethics in Science Education -- Biotechnology, Medical Research, and New Considerations for Life -- Politicizing Questions of Environmental Destruction -- References -- 4 Science Education and Subjectivity in (Bio)Political Context -- Abstract -- Biopower and Biopolitics -- Two Modernities -- Biopolitics and Science Education -- Colonization and the Power to Make Die -- Neoliberalisms -- The Regulatory and Disciplinary Poles of Sex/Gender and Sexuality -- Biotechnology and Biosubjects -- A Biopolitical Context as an Ethico-Political Frame -- References.

This item has been retyped from the original and pagination will differ from the original. ; THE doctrine of laissez-faire still plays an important part of our daily life; several spheres showing that we still believe in the individual assertion of rights as against the arbitration between individuals through state action. That the doctrine of laissez-faire, however, does not conduce to the well-being of the individual or of the body politic generally, has been established in several states, amongst which Great Britain and the U.S.A.-countries whose tendencies appear to be diametrically opposed to any unwarranted, arbitrary infringement of individual rights; to such an extent, that Professor D.L. Keir (l) feels justified in asserting that ''the exponents of laissez-faire are in disorderly if stubborn retreat upon no immediate visible defensive positions." ; N/A

Whitney was leader of the Conservative Party. ; Tables. ; Caption title: Outline of educational policy : three years' progress of the Whiney government. ; Electronic reproduction. ; Mode of access: Internet. ; 44

Although education is generally considered to be an important part of the welfare state, it is largely absent in the comparative welfare state literature. This article tries to fill this void by applying the central concepts of welfare state analysis of decommodification and stratification, as proposed by Esping-Andersen, to the field of higher education. The article tests whether there are systematic differences in higher education policies across 19 developed western countries that are usually categorized in a social democratic, a liberal or a conservative welfare regime. Based on a secondary analysis of the available literature and cross-country statistics, we construct indices for decommodification and for stratification in higher education. The countries studied cluster in three groups that correspond roughly with the classical categorization. The countries in these clusters do not, however, meet all expectations regarding the level of decommodification and stratification. We conclude that countries belonging to the social democratic regime follow the principles of the prototypical social-democratic welfare regime well with respect to higher education. However, the higher education systems in liberal and conservative countries only share some of the characteristics of a prototypical conservative or liberal welfare state. We conclude that including higher education in comparative welfare states analysis might result in a less clear-cut categorization of welfare regimes than when the analysis is restricted to social protection and labour market policies.