Gurgen Mahari (1903–1969) is one of the most important writers in the literature of Soviet Armenia. In his youth, he was an active participant in the intellectual movements of the capital, briefly presented in this paper, before falling into disgrace in 1936 and being deported to the Gulag camps, from which he could only return after Stalin’s death. This article focuses on Barbed Wires in Blossom , a work written in 1965 and resulting from the writer’s long years in the camps. Censored in Soviet Armenia, it was first published in the diaspora (Beirut and Paris) in 1971–1973, and only in 1988 in Armenia, in the context of perestroika . This article analyses the narrative plans of Barbed Wires in Blossom and the writing processes employed by Mahari by comparing them with the writing choices adopted by other non-Armenian writers to “write the camps”. A cross-reading with Mahari’s second major work, Burning Orchards , about the self-defence of the city of Van in 1915, proved to be fundamental. In both works, the author makes use of dialogism and refraction, to make a plurality of voices and perspectives heard. The article also recalls some aspects of the bans on Armenian-Soviet literature, not only in the name of party ideology, but also of the official Armenian discourse on the history of the liberation of the Armenians from the Ottoman Empire. The Armenian censors did not forgive Mahari for showing the Armenian revolutionary movement, in Burning Orchards , from the perspective of deheroisation and desacralisation..
{"title":":Valentina","authors":"Maria Jose Bermeo","doi":"10.2307/j.ctv125jp07.8","DOIUrl":"https://doi.org/10.2307/j.ctv125jp07.8","url":null,"abstract":"Gurgen Mahari (1903–1969) is one of the most important writers in the literature of Soviet Armenia. In his youth, he was an active participant in the intellectual movements of the capital, briefly presented in this paper, before falling into disgrace in 1936 and being deported to the Gulag camps, from which he could only return after Stalin’s death. This article focuses on Barbed Wires in Blossom , a work written in 1965 and resulting from the writer’s long years in the camps. Censored in Soviet Armenia, it was first published in the diaspora (Beirut and Paris) in 1971–1973, and only in 1988 in Armenia, in the context of perestroika . This article analyses the narrative plans of Barbed Wires in Blossom and the writing processes employed by Mahari by comparing them with the writing choices adopted by other non-Armenian writers to “write the camps”. A cross-reading with Mahari’s second major work, Burning Orchards , about the self-defence of the city of Van in 1915, proved to be fundamental. In both works, the author makes use of dialogism and refraction, to make a plurality of voices and perspectives heard. The article also recalls some aspects of the bans on Armenian-Soviet literature, not only in the name of party ideology, but also of the official Armenian discourse on the history of the liberation of the Armenians from the Ottoman Empire. The Armenian censors did not forgive Mahari for showing the Armenian revolutionary movement, in Burning Orchards , from the perspective of deheroisation and desacralisation..","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42686617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Susanne Ress, N. Kendall, Sophia Friedson-Ridenour, Yaa Oparebea Ampofo
Youth in sub-Saharan Africa are extremely vulnerable to the negative consequences of climate change and environmental degradation. The interest in education for sustainable development (ESD) to support African youth in learning about and adapting to climate change is growing in response. This study examines the messages about human-earth relationships, environmental change, and responsibilities for mitigation that are presented in official grade 8 Ghana and Malawi textbooks. Utilizing a political ecology framework, it shows that the curricula normalize an anthropocentric earth view that disappears global power dynamic, neglects widespread commodification of scarce resources, fails to question the developmentalist dream of endless growth, and translates local ecological contexts into universal commodities. We discuss the need to develop educational theories and practices that account for the complexity and deep contextuality of human-earth relationship if we hope to help students around the world envision alternative ways more likely to ensure species survival.
{"title":"Representations of Humans, Climate Change, and Environmental Degradation in School Textbooks in Ghana and Malawi","authors":"Susanne Ress, N. Kendall, Sophia Friedson-Ridenour, Yaa Oparebea Ampofo","doi":"10.1086/722101","DOIUrl":"https://doi.org/10.1086/722101","url":null,"abstract":"Youth in sub-Saharan Africa are extremely vulnerable to the negative consequences of climate change and environmental degradation. The interest in education for sustainable development (ESD) to support African youth in learning about and adapting to climate change is growing in response. This study examines the messages about human-earth relationships, environmental change, and responsibilities for mitigation that are presented in official grade 8 Ghana and Malawi textbooks. Utilizing a political ecology framework, it shows that the curricula normalize an anthropocentric earth view that disappears global power dynamic, neglects widespread commodification of scarce resources, fails to question the developmentalist dream of endless growth, and translates local ecological contexts into universal commodities. We discuss the need to develop educational theories and practices that account for the complexity and deep contextuality of human-earth relationship if we hope to help students around the world envision alternative ways more likely to ensure species survival.","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"66 1","pages":"599 - 619"},"PeriodicalIF":1.8,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48228161","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":":Herr Bachmann und seine Klasse","authors":"Nurbek Teleshaliyev","doi":"10.1086/722253","DOIUrl":"https://doi.org/10.1086/722253","url":null,"abstract":"","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47037386","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In many low- and lower-middle-income countries, key barriers to girls’ secondary school access and learning include poverty, school inaccessibility, poor school quality, and lack of gender-sensitive practices in the classroom. The nongovernmental organization, Campaign for Female Education (CAMFED), provides a range of financial, pedagogical, and community-supported interventions aimed at removing these barriers in government secondary schools in Tanzania and Zimbabwe. Using longitudinal data, we adopt quasi-experimental methods to examine the impact of the CAMFED program on reducing secondary school dropout and improving test scores in English and mathematics. Results suggest that the CAMFED program has a significant effect on both improving access and learning for the most disadvantaged adolescent girls. However, low-performing learners remain particularly at risk of dropout, necessitating further consideration and support for these girls.
{"title":"Targeted and Multidimensional Approaches to Overcome Inequalities in Secondary Education for Adolescent Girls: The Impact of the Campaign for Female Education (CAMFED) Program in Tanzania and Zimbabwe","authors":"P. Rose, R. Sabates, Marcos Delprato, B. Alcott","doi":"10.1086/721849","DOIUrl":"https://doi.org/10.1086/721849","url":null,"abstract":"In many low- and lower-middle-income countries, key barriers to girls’ secondary school access and learning include poverty, school inaccessibility, poor school quality, and lack of gender-sensitive practices in the classroom. The nongovernmental organization, Campaign for Female Education (CAMFED), provides a range of financial, pedagogical, and community-supported interventions aimed at removing these barriers in government secondary schools in Tanzania and Zimbabwe. Using longitudinal data, we adopt quasi-experimental methods to examine the impact of the CAMFED program on reducing secondary school dropout and improving test scores in English and mathematics. Results suggest that the CAMFED program has a significant effect on both improving access and learning for the most disadvantaged adolescent girls. However, low-performing learners remain particularly at risk of dropout, necessitating further consideration and support for these girls.","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"66 1","pages":"733 - 759"},"PeriodicalIF":1.8,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42147772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":":Dreams of Birds Flying in the Sky","authors":"Matthew J. Schuelka","doi":"10.1086/722117","DOIUrl":"https://doi.org/10.1086/722117","url":null,"abstract":"","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41518474","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Teach For All (TFAll) is a global network dedicated to cultivating its unique brand of fast-track teacher training and policy reform. Launched in 2007, TFAll programs now exist in 60 countries—including Ghana, Nigeria, and Uganda—and utilize particular discourses to recruit teachers, court donors, and support ongoing operations. Scant research has focused on TFAll programs in Africa or the spatialized discourses of the network itself, however. This study draws on critical and multimodal discourse analyses to explore the discursive utility and deployment of the “global,” “local,” and “national” by TFAll and three of its African affiliate programs. Our findings suggest the “global” is depicted as expansive, universal, and progressive; the “local” is peripheral, authentic, and a site for humanitarian gaze; and the “national,” though often elided, is framed by patriotic yet apolitical discourses, when invoked at all. We posit that these spatialized discourses help legitimate the work of TFAll organizations.
{"title":"The Discursive Utility of the Global, Local, and National: Teach For All in Africa","authors":"É. Lefebvre, Sahara Pradhan, Matthew A. M. Thomas","doi":"10.1086/721709","DOIUrl":"https://doi.org/10.1086/721709","url":null,"abstract":"Teach For All (TFAll) is a global network dedicated to cultivating its unique brand of fast-track teacher training and policy reform. Launched in 2007, TFAll programs now exist in 60 countries—including Ghana, Nigeria, and Uganda—and utilize particular discourses to recruit teachers, court donors, and support ongoing operations. Scant research has focused on TFAll programs in Africa or the spatialized discourses of the network itself, however. This study draws on critical and multimodal discourse analyses to explore the discursive utility and deployment of the “global,” “local,” and “national” by TFAll and three of its African affiliate programs. Our findings suggest the “global” is depicted as expansive, universal, and progressive; the “local” is peripheral, authentic, and a site for humanitarian gaze; and the “national,” though often elided, is framed by patriotic yet apolitical discourses, when invoked at all. We posit that these spatialized discourses help legitimate the work of TFAll organizations.","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"66 1","pages":"620 - 642"},"PeriodicalIF":1.8,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49454816","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":":Sandlines, the Story of History","authors":"Rena Deitz","doi":"10.1086/722118","DOIUrl":"https://doi.org/10.1086/722118","url":null,"abstract":"","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45190141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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