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Transform the world or adapt the student: discursive shifts in the constructions of teachers' roles and pedagogy in the Russian Federation.

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Title: Transform the world or adapt the student: discursive shifts in the constructions of teachers' roles and pedagogy in the Russian Federation.
Authors: Aydarova, Elena1 eza0029@auburn.edu
Source: Paedagogica Historica. Dec2023, Vol. 59 Issue 6, p1249-1268. 20p.
Subject Terms: *Teacher role, Social reproduction, Social control, Social role, Social change, Social forces, Technocracy
Geographic Terms: Russia
Abstract: Drawing on the analysis of discursive shifts in the constructions of teachers' roles during the twentieth century in the Russian Federation, this paper argues that pedagogy becomes redefined based on the political elites' vision for the society's future. During the Soviet era, teachers were expected to play a key role in social transformation. In order to transform the world, they were expected to deploy humanistic pedagogy to help all students realise their potential. During the post-Soviet era, this vision was abandoned. As teachers were expected to fulfil the function of social control, they were called to adopt technocratic pedagogy that comprised principles of psychologisation, individualisation, pathologisation, and depoliticisation. Psychologisation of teachers' roles and pathologisation of diversity became deployed to "adapt students to the world" by addressing problems within students rather than in the society. The significance of this paper lies in demonstrating connections between shifting discourses of teachers' roles, pedagogy, and pursuit of social transformation or conservative social change. [ABSTRACT FROM AUTHOR]
Copyright of Paedagogica Historica is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Transform the world or adapt the student: discursive shifts in the constructions of teachers' roles and pedagogy in the Russian Federation.
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  Data: <searchLink fieldCode="AR" term="%22Aydarova%2C+Elena%22">Aydarova, Elena</searchLink><relatesTo>1</relatesTo><i> eza0029@auburn.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22Paedagogica+Historica%22">Paedagogica Historica</searchLink>. Dec2023, Vol. 59 Issue 6, p1249-1268. 20p.
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  Data: *<searchLink fieldCode="DE" term="%22Teacher+role%22">Teacher role</searchLink><br /><searchLink fieldCode="DE" term="%22Social+reproduction%22">Social reproduction</searchLink><br /><searchLink fieldCode="DE" term="%22Social+control%22">Social control</searchLink><br /><searchLink fieldCode="DE" term="%22Social+role%22">Social role</searchLink><br /><searchLink fieldCode="DE" term="%22Social+change%22">Social change</searchLink><br /><searchLink fieldCode="DE" term="%22Social+forces%22">Social forces</searchLink><br /><searchLink fieldCode="DE" term="%22Technocracy%22">Technocracy</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Russia%22">Russia</searchLink>
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  Label: Abstract
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  Data: Drawing on the analysis of discursive shifts in the constructions of teachers' roles during the twentieth century in the Russian Federation, this paper argues that pedagogy becomes redefined based on the political elites' vision for the society's future. During the Soviet era, teachers were expected to play a key role in social transformation. In order to transform the world, they were expected to deploy humanistic pedagogy to help all students realise their potential. During the post-Soviet era, this vision was abandoned. As teachers were expected to fulfil the function of social control, they were called to adopt technocratic pedagogy that comprised principles of psychologisation, individualisation, pathologisation, and depoliticisation. Psychologisation of teachers' roles and pathologisation of diversity became deployed to "adapt students to the world" by addressing problems within students rather than in the society. The significance of this paper lies in demonstrating connections between shifting discourses of teachers' roles, pedagogy, and pursuit of social transformation or conservative social change. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Paedagogica Historica is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00309230.2022.2030771
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        Text: English
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      – SubjectFull: Social forces
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              M: 12
              Text: Dec2023
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