What Kind of Economics Is Taught in Russian Schools? Principles of Teaching Economics and the Discourse of Social Education

Autor/inn/en	Linchenko, Andrei; Smyslova, Olga; Lakomova, Daria
Titel	What Kind of Economics Is Taught in Russian Schools? Principles of Teaching Economics and the Discourse of Social Education
Quelle	In: Journal of Social Science Education, 21 (2022) 2, S. 49-80Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Linchenko, Andrei) ORCID (Smyslova, Olga) ORCID (Lakomova, Daria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1611-9665
Schlagwörter	Forschungsbericht; Economics Education; Criticism; Social Systems; Foreign Countries; Textbooks; Teacher Attitudes; Discourse Analysis; Social Science Research; Computer Mediated Communication; Social Problems; Economic Climate; Rural Schools; Teaching Methods; Urban Schools; Critical Thinking; Thinking Skills; Secondary School Students; Russia + Suchen Sie Ihr Suchwort? Wirtschaftskunde; Kritik; Social system; Soziales System; Ausland; Textbook; Text book; Schulbuch; Lehrbuch; Lehrerverhalten; Diskursanalyse; Social scientific research; Sozialwissenschaftliche Forschung; Computerkonferenz; Social problem; Soziales Problem; Wirtschaftslage; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Teaching method; Lehrmethode; Unterrichtsmethode; Urban area; Urban areas; Stadtregion; Stadt; Kritisches Denken; Denkfähigkeit; Sekundarschüler; Russland
Abstract	Purpose: The study investigated the change of the position of the official social science basic documents, textbooks and teacher's opinion in relation to the general understanding of the market economy in the context of the modern Russian economic life. Design/methodology/approach: The article was prepared on the basis of the critical discourse analysis of the official social science documents, as well as three basic lines of social science textbooks. Computer-assisted web interviewing method is used for interviewing teachers. Findings: Despite the turn of economic education at school towards a greater focus on real practices of economic activity, new social science textbooks demonstrate an increase in criticism of the market economy and the rehabilitation of the Soviet experience, as well as avoiding stating and analyzing the socio-economic problems of modern Russia. Teachers in the rural schools take a more conservative position regarding the new practices of teaching economics, while teachers in the city schools are more critical of the existing goals of Russian education. Implications: Economic education in the Russian school should be more focused on the study of modern economic problems of Russian society. Textbook authors should pay more attention to the de-ideologization of economic education and the development of critical economic thinking skills at school. (As Provided).
Anmerkungen	Journal of Social Science Education. Bielefeld University Faculty of Sociology, Universitätsstraße 25, 33615 Bielefeld, Germany. Tel: +49-521-106-3985; Fax: +49-521-106-153986; e-mail: info@jsse.org; Web site: http://www.jsse.org/
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01