Titlebook: Education and Civic Culture in Post-Communist Countries; Stephen Webber (Lecturer),Ilkka Liikanen (Research Book 2001 Palgrave Macmillan,

TEMPO

书目名称Education and Civic Culture in Post-Communist Countries影响因子(影响力)




书目名称Education and Civic Culture in Post-Communist Countries影响因子(影响力)学科排名




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书目名称Education and Civic Culture in Post-Communist Countries网络公开度学科排名




书目名称Education and Civic Culture in Post-Communist Countries被引频次




书目名称Education and Civic Culture in Post-Communist Countries被引频次学科排名




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书目名称Education and Civic Culture in Post-Communist Countries年度引用学科排名




书目名称Education and Civic Culture in Post-Communist Countries读者反馈




书目名称Education and Civic Culture in Post-Communist Countries读者反馈学科排名

MITE

Reflections on Social Networks and Collective Action in Russiaof socio-political movements and the emergence or re-emergence of ‘civil society’ (for example: Kukathas .. 1991; Lewis 1992; Sedaitis and Butterfield 1991) have made room for disillusionment as pressure groups and political parties have proved weak or transient. ‘Civil society’ has increasingly dis

blackout

Educational and Political Capital and the Breakthrough of Voluntary Association in Russian KareliaEast German students he further elaborated some of the main themes of his famous book .. Bourdieu asked himself whether the theoretical model presented in the book could also be applied in the DDR, and on what conditions. His brief reconsiderations open an interesting perspective on late-communist s

climax

大沟

National Schools and National Identity in and after the Soviet Union of provision of education in the mother tongue for non-Russians and the success or otherwise of numerous ‘russifying’ reforms in education. Official data on the extent of Russian language schools does not match up with anecdotal evidence or the census returns on language knowledge. This confused pi

使残废

Ethnic Minorities in the Czech Education System: Before and After Transition (1945–97)tween Czechs and German-speakers in the nineteenth and first half of the twentieth centuries. The events of the Second World War, and the subsequent expulsion of practically the entire three-million strong community of Germans from Czechoslovakia, brought an end to the fragile coexistence of the two

使残废

New Paradigms of National Education in Multi-Ethnic Russia the re-emergence of Russia in ‘pedagogical world culture’ (.). The search for identity on the part of more than 120 ethnic groups that make up the Russian population does not fit easily with the aim of redefining inter-ethnic relations in a country that regards itself as a multinational state with

指令

Ethnographical Activism as a Form of Civic Education: a Case Study on School Museums in North-West Ri-official ethnic identity politics, especially concerning the Vepsians living in north-west Russia, in the Karelian Republic and the Leningrad .’. My main interest is in issues of learning, preserving and developing local language and ethnic traditions, and in the practices of remembering the ethni

eczema

Senescent