Citizenship education in Ukraine and Russia: reconciling nation-building and active citizenship.

Autor/inn/en	Janmaat, Jan Germen; Piattoeva, Nelli
Titel	Citizenship education in Ukraine and Russia: reconciling nation-building and active citizenship.
Quelle	In: Comparative education, 43 (2007) 4, S. 527-552Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0305-0068; 1360-0486
DOI	10.1080/03050060701611920
Schlagwörter	Erziehung; Staatsbürgerliche Erziehung; Europarat; Bildungsreform; Erziehung; Nationalstaat; Schule; Ukraine; Russland; Bildungsreform; Entwicklung; Internationaler Vergleich; Demokratisierung; Patriotismus; Schule; Demokratisierung; Europarat; Nationalstaat; Patriotismus; Internationaler Vergleich; Entwicklung; Russland; Ukraine
Abstract	This paper examines the discourses framing citizenship education in Ukraine and Russia from perestroika to the present and assesses the role of the Council of Europe in promoting democratic citizenship in both countries. The authors argue that there is a tension between the discourses of active citizenship, strongly disseminated by international agencies (the Council of Europe in our case), and national consolidation, pursued by Ukraine and Russia since the fall of the Soviet regime. While the beginning of the 1990s was marked by democratization and individualization, from the mid-1990s the emphasis on state cohesion became more prominent in both states. From the end of the 1990s, however, citizenship education aims started to diverge, despite a similar approach of the Council of Europe to the two countries. In Russia the government reinforced the state cohesion agenda, which led to the patriotic education discourse gaining strength. In Ukraine, nation-building was made secondary to bringing the education system in line with international standards in order to improve the country's competitiveness. The nature of citizenship education in the two countries therefore seems to be more a reflection of domestic political developments than the product of international policy agenda. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2008/2