Suchergebnisse

During the 20th century and at the beginning of the 21st century the social and politicaldevelopments in Georgia may be characterized as a process of creation of anation state, which is generally characteristic of the modernization period. The"National Project" initiated by Georgia back in 1918-1921 in its essence was a processof state creation, which had a continuous character and was not interruptedeven in the period of Soviet Georgia. And since 1991 this process entered its next,most active stage and is still on the political agenda. It will remain long on the politicalagenda of the ruling elite, regardless of what are the ideological groundsuniting these forces.The underlying logic of the above-mentioned social and political processes hasconditioned the gradual change of the demographic picture of the country, whichcan be characterized as the process of monoethnification. And monoethnification ofthe country to the largest possible extent is a process which results in decreasingnumber of representatives of other ethnic groups in the country that automaticallyleads to weakening the potential of their counteraction. The weakened ethnic communities,in their turn, would not be able to challenge the Georgian nationalist programmewith any counter-programme.Back in 1983 E.Gellner, a prominent theorist of the nation and nationalismissues, mentioned that the perfect model of the society is when the boundaries ofnation and state coincide [1]. According to him, nationalism is a principle that impliesmatching these boundaries of political and national units. This model is regardedalso as an efficient means to prevent and settle ethnic conflicts.

Contemporary French authors have been proposing sophisticated versions of "civic republicanism" & concepts of "civic nation." The paper critically discusses the most developed proposal by D. Schnapper, who defines nation as an ethnic-neutral community of citizens. It is argued that this proposal does not come to terms with the actual ethnocultural diversity of typical contemporary states. 1 Picture, 61 References. Adapted from the source document.

In this article I argue for the role that approaches such as Socially Acute Questions (SAQs) can play in confronting the STEM discourse in the curriculum. For SAQs and similar approaches to be effective in enacting issues of social justice educators need to take account of local political contexts, the ethical and political assumptions which underpin values appertaining to social justice, such as concepts of communalism and libertarianism, and democratic practise in the school classroom where the students become co-enquirers in generating knowledge which aims to improve material realities. This is not a straightforward but one that demands reflection and critique throughout the process.