De-Sovietisation of Georgian Higher Education: Deconstructing Unfreedom

Autor/in	Oleksiyenko, Anatoly V.
Titel	De-Sovietisation of Georgian Higher Education: Deconstructing Unfreedom
Quelle	In: Quality in Higher Education, 29 (2023) 1, S.6-22 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1353-8322
DOI	10.1080/13538322.2022.2100599
Schlagwörter	Higher Education; Social Change; Foreign Countries; College Faculty; Professional Autonomy; Educational Change; International Cooperation; Social Networks; Research and Development; Teacher Attitudes; Educational Innovation; Social Systems; Barriers; Global Approach; Knowledge Economy; Political Attitudes; Academic Freedom; Georgia Republic + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Sozialer Wandel; Ausland; Fakultät; Berufsfreiheit; Bildungsreform; Internationale Kooperation; Internationale Zusammenarbeit; Social network; Soziales Netzwerk; Forschung und Entwicklung; Lehrerverhalten; Instructional innovation; Bildungsinnovation; Social system; Soziales System; Globales Denken; Knowledge society; Economy; Wissensgesellschaft; Wirtschaft; Political attitude; Politische Einstellung; Akademische Freiheit
Abstract	The Soviet legacy has kept Georgian universities relegated to a peripheral status regionally and globally. In the post-Soviet era, some Georgian intellectuals sought opportunities to enhance creativity, openness and international collaboration at their universities for European Union integration; however, others nurtured nostalgia for unchallenged authority and hierarchy within the bounds of a tightly controlled and insular academia. These two forces give rise to important questions about the agency of professors in effecting change that would enhance local engagement with the European and global networks of science and development. This article presents insights from seasoned Georgian professors, who share their experience of the Soviet legacy and struggles in creating an open and innovative academic profession in independent Georgia. The research engages the concept of de-Sovietisation as a transformational strategy and examines the challenges of using this strategy to enhance academic engagement in the global domains of knowledge-making. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01