Students Learning in Communities: Ideas and Practices from the U.S.A., India, Russia, and China(4 Education, Culture, and Society)

This book examines the interplay between education and society in the 20th and early 21st centuries and addresses philosophical views and educational aims with their associated values for community-based learning in the U.S.A., India, Russia, and China. The philosophical background of community-based learning in these countries relies both on national philosophical traditions and on reformist ideas in international schools of thought—over time opposition to certain international pedagogical ideas surfaced in these countries. The authors offer a comprehensive picture of community-based learning in education and demonstrate how teachers can make learning more functional and holistic so that students can work in new situations within their complex worlds. School-specific descriptions reveal how teachers and students implemented community-based projects at different times.

Table of Contents:
Preface 1 Introduction  1 Pedagogical Approaches to Community -Based Learning  2 Traditions of Educational Aims  3 Aims and Their Value Dimensions  4 Continuity and Fundamental Change in Education  5 Educational Reforms in a Changing Social Context  6 Dimensions of School Culture  7 Key Features of the Learning Environments  8 Society and Education  9 Historical-Hermeneutic Comparative Education 2 Ideals for Learning in Communities in the United States of America  1 Philosophical Views  2 Essentialism and American Educational Reform  3 Revival of Conservatism in American Education  4 Community-Based Pedagogical Ideas in the United States 3 Ideals for Learning in Communities in the Republic of India  1 Philosophical Views  2 Indian Modernization and Educational Reform  3 Resistance to Educational Change in India  4 Community-Based Pedagogical Ideas in India 4 Ideals for Learning in Communities in the Russian Empire  1 Philosophical Views  2 Community-Based Pedagogical Ideas in the Russian Empire 5 Ideals for Learning in Communities in the Soviet Union  1 The Narkompros Years  2 Joseph Stalin and the Totalitarian System  3 Nikita Khrushchev and Educational Reform  4 Leonid Brezhnev and Modernization-Inclined Ideas  5 Yuri Andropov, Konstantin Chernenko, and the Brezhnevian Policies  6 Mikhail Gorbachev Reforms with Perestroika and Glasnost  7 Community-Based Pedagogical Ideas in the Soviet Union 6 Ideals for Learning in Communities in the Russian Federation  1 Implications under Boris Yeltsin  2 Implications under Vladimir Putin  3 Community-Based Pedagogical Ideas in the Russian Federation 7 Ideals for Learning in Communities in the People’s Republic of China  1 Philosophical Views  2 Chinese Modernization and Its Educational Reforms  3 Borrowing Educational Ideas in China  4 Community-Based Pedagogical Ideas in China 8 Conclusions  1 Implications of Centralized and Decentralized School Systems  2 Future Reforms, Challenges, New Pedagogics and Views Afterword References Index

About the Author :
Eija Kimonen, Ph.D. (2011), University of Jyväskylä, is Senior Researcher in the RICEI Project at that university. She has coedited and published books on reform pedagogics in the U.S.A., India, and China, including Education and Society in Comparative Context (Sense Publishers, 2015) and Toward Community-Based Learning (Brill Sense, 2020). Raimo Nevalainen, Ph.Lic. (1995), University of Jyväskylä, is Researcher in the RICEI Project at that university. He has coedited books on teacher education, including Transforming Teachers’ Work Globally (Sense Publishers, 2013) and Reforming Teaching and Teacher Education (Sense Publishers, 2017).