Suchergebnisse

In the first book to trace the Russian state's citizenship policy throughout its history, Lohr argues that to understand the citizenship dilemmas Russia faces today, we must return to the less xenophobic and isolationist pre-Stalin period--before the drive toward autarky after 1914 eventually sealed the state off from Europe.

"Situated within the context of "post-soviet times", this book explores young people's citizenship activities and values in three distinct environments: post-soviet union countries, post-soviet union satellites, and countries that were independent of the soviet-union. Its purpose is to investigate the influence of these contexts on the ways young people see their citizenship in what are now emerging democracies. The future of nations depends to a large extent on whether citizens will continue to support existing values and will engage in activities to support those values. Using a framework designed by Kennedy (2006) and further developed by Zalewska, Krzywosz-Rynkiewicz (2011) the study examined the citizenship values of 3794 students aged 11-14-18 from 11 European countries. The main themes of this book includeexploring similarities and differences in citizenship activities within countries and across countries;advancing explanations for these similarities and differences;highlighting the importance of contexts that influence citizenship activities and values; andassessing the extent to which democratic values are reflected in young people's citizenship activities."--Provided by publisher.

Introduction -- A complaint to the authorities : what it is, and what it can tell us -- Development of the Soviet mechanism of complaints : a request for justice in the context of the socialist project -- Request for justice through the late Soviet mechanism of complaints : how and to whom? -- Post-Soviet transformations of the mechanism of complaints -- New mechanism of complaints in action : what's changed?

학위논문(석사)--서울대학교 대학원 :사범대학 협동과정 글로벌교육협력전공,2019. 8. 강대중. ; The purpose of this study is to explore how the intentions of the United States Army Military Government in Korea (USAMGIK, 1945-1948) were represented in the Farmer's Weekly, published by the Department of Public Information, in terms of enlightening farmers as a new subject of newly-independent South Korea. This study conducts a qualitative content analysis of the Farmer's Weekly to illustrate the aspects of literacy that are found in it and the subjectivity the military government intended to produce through such literacy. The newspaper is viewed as a literacy education texts in that it contained contents on knowledge, attitudes, values, and practices to cultivate a certain literacy. The contents of the Farmer's Weekly are categorized into three groups based on the types of literacy they foster: basic, political, and agricultural literacy. The basic literacy contents are subdivided into Korean literacy, the history of Korea, and health. The political literacy contents comprise the following: the USAMGIK's policies, activities, and political perspectives; criticisms against the communist Soviet Unions; and democracy and political participation. The agricultural literacy contents include food policies, crop cultivation techniques, animal husbandry, and farmers' virtues. These contents are restructured as the literacy required for the kongmin (civics)—a political subject—and the farmer—an economic subject. The kongmin is the subject who realizes nation-building and democracy within the US-led liberal camp while conforming to the national authority. Literacy for the kongmin is composed of, first, basic literacy of Hanguel, Korean history, and health and, second, political literacy comprising appreciation of democracy, pro-US and anti-Soviet perspectives, and conformity to the national authority. This was a noticeable switch from colonial education for imperial subjects, characteristic of the approach of the military government (MG) to the political subject of a democratic state in the context of the Cold War. The conformity required of the kongmin, however, had the potential to override the value for democracy, amid highly nationalistic colonial legacies remaining in education, as it meant refraining from active political participation. The farmer is a rational economic subject, who is required for scientific literacy for farming. The literate farmer also learns to become not only self-reliant to break the cycle of individual poverty but also devoted to supporting the national economy. This incorporates both the United States' introduction to a rational way of thinking and practice in farming, as well as values that were conventionally required of farmers from the late colonial period with continuing rural poverty, limited governmental financial support, and procrastination of land reforms after the liberation. As such, the subjectivity the USAMGIK intended through the medium of the Farmer's Weekly had distinctive characteristics but was also based upon the educational contexts intertwined with political and economic contexts unfolding from the colonial period into liberated Korea. This thesis provides a better understanding of literacy education for farmers. It discusses the features of literacy that the MG required farmers to learn, in terms of making them the new subjects of independent Korea. It also contributes to an understanding of the features of farmers' economic as well as political subjectivity, while previous research was more inclined to solely investigate political subjectivity focusing on kongmin in the political contexts of the Cold War. ; 이 연구의 목적은 미군정 (1945년-1948년)이 농민들에게 의도했던 새로운 국가의 주체의 모습이 공보부가 발간한 신문 ⸢농민주보⸥에 어떻게 나타나 있는지 탐구하는 것이다. ⸢농민주보⸥에 나타나는 문해의 여러 측면들을 분석하고, 이를 통해 미군정이 어떤 종류의 주체성을 생산하고자 했는지 드러내고자 하였다. 본 연구는 ⸢농민주보⸥를 문해를 위한 특정한 지식, 태도, 가치관, 실천 내용을 담고 있는 문해교육 교재로 보고, 질적 내용분석을 통해 이와 같은 문제를 탐구하였다. ⸢농민주보⸥의 내용은 육하는 문해의 종류에 따라 세 그룹으로 나뉜다. 첫째, 기초 문해를 위한 내용은 한글 문해, 한국사, 보건 및 위생 교육으로 이루어져 있다. 둘째, 정치 문해를 위한 내용은 미군정의 정책, 활동, 정치적 관점, 소련에 대한 경계와 비판, 민주주의 및 정치 참여로 구성된다. 셋째, 농업 문해를 위한 내용은 미군정의 식량 정책, 작물 재배법, 축산법, 농민으로서 갖춰야 할 미덕을 포괄한다. 이 내용들은 미군정이 정치적 주체인 공민에게 요구한 문해와 경제적 주체인 농민에게 요구한 문해로 재조직될 수 있다. 미군정은 농민들을 미국의 자유진영 안에서 민주주의와 국가건설을 실현하는 공민으로 교육하고자 했다. 또한, 공민은 국가의 필요에 철저하게 순응적인 주체여야 했다. ⸢농민주보⸥는 공민을 위해 한글, 국사, 보건 지식 및 실천으로 구성된 기초 문해와 민주주의 및 친미-반소의 관점, 국가 권위 대한 이해와 수용으로 구성된 정치 문해를 가르쳤다. 이는 일제강점기 황국신민에서 진일보한 것으로, 냉전 하에서 민주 국가의 정치적 주체 교육에 대한 미군정의 독특한 접근을 보여준다. 그러나 국가 권위에 대한 순응을 강조한 것은 극도로 국가주의적인 식민지기 교육의 잔재가 남아 있는 상황에서 공민으로 하여금 국가의 권위에 대한 순응을 민주적인 가치와 실천보다 우선시 하게 할 수도 있었다. 또한, 미군정은 농민을 합리적 경제 주체로 계몽하고자 했으며, 이를 위해서 농민들은 농사일에 적합한 과학 문해와 농사에 대한 합리적인 사고방식과 실천을 배워야만 했다. 또한, 미군정이 농민에게 요구한 문해는 빈곤에 대한 개인적 책임의식과 국가 경제에 대한 헌신과 같은 가치관도 포함하였다. 이는 미군정이 경제적 주체로서의 농민이 새롭게 소개된 합리성을 습득하면서도, 가치관 측면에서는 지속되는 농촌 빈곤, 국가 지원의 제한, 농지 개혁의 지체 속에서 일제강점기 후반 이후 줄곧 농민에게 기대되었던 바를 유지하기를 의도했음을 보여준다. 이처럼 미군정이 의도한 농민의 주체성은 그 시기의 독특한 특징을 띄고 있지만, 동시에 일제강점기 후반부터 해방 이후까지 지속되어 오던 역사적 맥락을 기반으로 하고 있기도 했다. ; TABLE OF CONTENTS CHAPTER I. INTRODUCTION 1 1.1. Background 1 1.2. Statement of the Problem 6 1.3 Research Purpose and Questions 12 1.4 Significance of the Study 13 CHAPTER II. LITERATURE REVIEW 14 2.1 Education in the Late Japanese Colonial Era 14 2.1.1 Nationalist Social Education 14 2.1.2 Farmer's Enlightenment and the Rural Community Development 16 2.2 Civics Education under the United States Army Military Government in Korea (USAMGIK) 23 2.2.1 Democratic Nation-Building and Civics Education 23 2.2.2 Civics and Farmer's Enlightenment 28 2.3 Literacy 31 2.3.1 Functional Approach 32 2.3.2 Critical Approach 35 2.3.3 Expanding the Concept of Literacy 37 CHAPTER III. METHODOLOGY 39 3.1 Qualitative Content Analysis 39 3.2 Overview of the Farmer's Weekly 40 3.2.1 The Publisher and Publishing Purpose 40 3.2.2 The Farmer's Weekly as a Literacy Education Text 43 3.3 Analysis Process 47 CHAPTER Ⅳ. FINDINGS 54 4.1 Basic Literacy 54 4.1.1 Hangeul and Korean History 54 4.1.2 Health and Hygiene 55 4.2 Political Literacy 57 4.2.1. The USAMGIK's Policies, Activities, and Political Perspectives 57 4.2.2. Criticisms against the communist Soviet Unions 64 4.2.3. Democracy and Political Participation 65 4.3 Agricultural Literacy 72 4.3.1 Food Control Policies 72 4.3.2 Crop Cultivation Techniques 77 4.3.3. Animal Husbandry Techniques 84 4.3.4 Farmer's Virtues 90 CHAPTER Ⅴ. DISCUSSION 95 5.1 Literacy for the Kongmin 95 5.1.1 The Basic Literacy 96 5.1.2 The Political Literacy Required 97 5.1.2 The Political Literacy Excluded 104 5.2 Literacy for the Farmer 105 5.2.1 The Scientific Literacy for Farming 106 5.2.2 The Values Required 110 CHAPTER Ⅵ. CONCLUSION 115 BIBLIOGRAPHY 120 국문초록 130 Acknowledgements 132 ; Master

The paper considers the European experience of the citizenship education developmentan important aspect of internal policy in the most countries. The education in question is considered to be the democratic citizenship training aimed at developing the loyal attitude to different value priorities in society, social responsibility, active citizenship position, awareness of democratic rights, capability of using and protecting them.The author looks at the transformation of citizenship education concept in the last three decades from the civics education (i.e. history, political science, law, etc.) to the democratic citizen education. The paper analyzes different approaches to citizenship education in several European countries including the post-soviet ones. It is emphasized that both in western and eastern Europe a lot of effort is made for spreading and supporting the education in question. The author recommends considering the foreign experience of integrating the democratic citizenship education into the state academic curricula at the primary, secondary and higher school levels. ; В статье рассматривается европейский опыт развития гражданского образования – важной составляющей внутренней политики большинства государств. Данное образование понимается как воспитание демократической гражданственности: формирование у населения лояльного отношения к разнообразию ценностных приоритетов в обществе, социальной ответственности и активной гражданской позиции, знания своих демократических прав, умения реализовывать и защищать их. Продемонстрированы изменения, которые претерпела концепция воспитания гражданственности за последние три десятилетия. Если ранее она представляла собой обществоведческое образование (Civics education), т. е. обретение сведений в сфере истории, политологии, права и т. п., то в настоящее время в центре ее находится прежде всего формирование гражданских качеств (Citizenship education). С использованием методов сравнительного и структурно-функционального анализа показаны различные подходы к воспитанию демократической гражданственности в ряде государств, в том числе некоторых постсоветских. Констатируется, что в странах как Западной, так и Восточной Европы для распространения и поддержки гражданского образования, с которым связывается дальнейшее устойчивое демократическое развитие, прилагается много усилий. Изучение зарубежного опыта по включению и прочному закреплению гражданского образования в государственных программах начальной, средней и высшей школы весьма полезно как для исследователей системы образования, так и для практиков (преподавателей вузов, учителей, руководителей и специалистов муниципальных и региональных органов управления), тем более что данные программы постоянно модернизируются с учетом вызовов современности

The paper considers the European experience of the citizenship education developmentan important aspect of internal policy in the most countries. The education in question is considered to be the democratic citizenship training aimed at developing the loyal attitude to different value priorities in society, social responsibility, active citizenship position, awareness of democratic rights, capability of using and protecting them.The author looks at the transformation of citizenship education concept in the last three decades from the civics education (i.e. history, political science, law, etc.) to the democratic citizen education. The paper analyzes differ- ent approaches to citizenship education in several European countries including the post-soviet ones. It is emphasized that both in western and eastern Europe a lot of effort is made for spreading and supporting the education in question. The author recommends considering the foreign experience of integrating the democratic citizenship education into the state academic curricula at the primary, secondary and higher school levels. ; В статье рассматривается европейский опыт развития гражданского образования – важной составляющей внутренней политики большинства государств. Данное образование понимается как воспитание демократической гражданственности: формирование у населения лояльного отношения к разнообразию ценностных приоритетов в обществе, социальной ответственности и активной гражданской позиции, знания своих демократических прав, умения реализовывать и защищать их. Продемонстрированы изменения, которые претерпела концепция воспитания гражданственности за последние три десятилетия. Если ранее она представляла собой обществоведческое образование (Civics education), т. е. обретение сведений в сфере истории, политологии, права и т. п., то в настоящее время в центре ее находится прежде всего формирование гражданских качеств (Citizenship education). С использованием методов сравнительного и структурно-функционального анализа показаны различные подходы к воспитанию демократической гражданственности в ряде государств, в том числе некоторых пост- советских. Констатируется, что в странах как Западной, так и Восточной Европы для распространения иподдержки гражданского образования, с которым связывается дальнейшее устойчивое демократическое развитие, прилагается много усилий. Изучение зарубежного опыта по включению ипрочному закреплению гражданского образования вгосударственных программах начальной, средней и высшей школы весьма полезно как для исследователей системы образования, так и для практиков (преподавателей вузов, учителей, руководителей и специалистов муниципальных и региональных органов управления), тем более что данные программы постоянно модернизируются с учетом вызовов современности.

В статье рассматривается европейский опыт развития гражданского образования важной составляющей внутренней политики большинства государств. Данное образование понимается как воспитание демократической гражданственности: формирование у населения лояльного отношения к разнообразию ценностных приоритетов в обществе, социальной ответственности и активной гражданской позиции, знания своих демократических прав, умения реализовывать и защищать их. Продемонстрированы изменения, которые претерпела концепция воспитания гражданственности за последние три десятилетия. Если ранее она представляла собой обществоведческое образование (Civics education), т. е. обретение сведений в сфере истории, политологии, права и т. п., то в настоящее время в центре ее находится прежде всего формирование гражданских качеств (Citizenship education). С использованием методов сравнительного и структурно-функционального анализа показаны различные подходы к воспитанию демократической гражданственности в ряде государств, в том числе некоторых постсоветских. Констатируется, что в странах как Западной, так и Восточной Европы для распространения и поддержки гражданского образования, с которым связывается дальнейшее устойчивое демократическое развитие, прилагается много усилий. Изучение зарубежного опыта по включению и прочному закреплению гражданского образования в государственных программах начальной, средней и высшей школы весьма полезно как для исследователей системы образования, так и для практиков (преподавателей вузов, учителей, руководителей и специалистов муниципальных и региональных органов управления), тем более что данные программы постоянно модернизируются с учетом вызовов современности. ; The paper considers the European experience of the citizenship education development an important aspect of internal policy in the most countries. The education in question is considered to be the democratic citizenship training aimed at developing the loyal attitude to different value priorities in society, social responsibility, active citizenship position, awareness of democratic rights, capability of using and protecting them. The author looks at the transformation of citizenship education concept in the last three decades from the civics education (i.e. history, political science, law, etc.) to the democratic citizen education. The paper analyzes different approaches to citizenship education in several European countries including the post-soviet ones. It is emphasized that both in western and eastern Europe a lot of effort is made for spreading and supporting the education in question. The author recommends considering the foreign experience of integrating the democratic citizenship education into the state academic curricula at the primary, secondary and higher school levels.

Civil society is one of several Western political and social concepts that have not traveled successfully to Africa. Revived in response to the search for democracy in Eastern Europe during the late Soviet era, Western donors promoted and funded new civil society organizations in sub-Saharan Africa, regarding them as an essential grounding for African democratization. Most of these new civil society organizations had little in common with African associational activity. Focusing on the characteristics and behavior of long-standing African organizations would appear a better starting point for developing a useful concept of an African civil society. One candidate worth serious investigation is the Buganda Kingdom Government. This organization violates most distinctions central to Western notions of civil society. Yet it continues to behave like a civil society organization. Its political and conceptual collisions offer guidance toward a useful notion of African civil society and understanding Ugandan politics.