The titularization of Latvian secondary schools: The historical legacy of Soviet policy implementation
The titularization of Latvian secondary schools: The historical legacy of Soviet policy implementation
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拉脱维亚中学的名誉化：苏联政策实施的历史遗产
DOI：
10.1080/01629770500000201
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发表时间：
2005
影响因子：
0.4
通讯作者：
M. Galvin
中科院分区：
文献类型：
--
作者：
D. Galbreath;M. Galvin
很少有人会否认苏联的占领对拉脱维亚恢复后的政策制定和实施产生了影响。事实上，许多后苏联政治的评论家坚持认为，我们必须与苏联达成协议，才能理解后苏联。我们认为，苏联遗产对政策过程的影响在恢复后的拉脱维亚显而易见，特别是在语言教育政策领域。本文认为，无论是苏联和后苏联的政策制定和执行可以在三个方面的特点：口是心非，苏联的精神，和“专业化”。在下文中，我们首先从总体上探讨苏联的政策进程，特别是1958- 1959年的教育改革。基于对教育专业人士，教师和家长的采访，我们然后分析拉脱维亚的教育法律及其在2004年的实施，突出了苏联治理的遗产。
Abstract Few would deny that the Soviet occupation has had an effect on post-restoration policy making and implementation in Latvia. Indeed, many commentators of post-Soviet politics insist that we must come to terms with the Soviet to understand the post-Soviet. In our view, the effects of the Soviet legacy on the policy process are clearly apparent in post-restoration Latvia, specifically in the area of language education policy. This article argues that both Soviet and post-Soviet policy making and implementation can be characterized in three ways: duplicity, a Soviet ethos, and “professionalization”. In what follows, we first engage with the Soviet policy process in general and the 1958–59 education reforms specifically. Based on interviews with education professionals, teachers and parents, we then analyze Latvian education laws and their implementation in 2004, highlighting the legacy of Soviet governance.