Russian teachers dealing with the full-scale invasion of Ukraine as a classroom issue
Abstract: Highlights: • Despite external pressure, there was a space for political discussion in the class, at least in the first weeks of the invasion • Teachers’ approaches differed based on their priorities: emotional support, democratic civic education, teacher-student relationships, political proselytism, or avoidance. • Attending to students’ private emotions came into conflict with postering their political passions • High professional status and strong school community support teachers in taking responsibility in times of crisis Purpose: This study investigates teachers’ professional judgement about Russia’s war on Ukraine as an unplanned, controversial classroom issue. Design: It employs 26 interviews with Russian teachers collected during the invasion's first month. Findings: The analysis identifies six situations and five teaching approaches that emerged in response to these, with varying degrees of student voice and political commitment. The inclusion of student voice is limited .... https://www.jsse.org/index.php/jsse/article/view/6852
- Standort
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Deutsche Nationalbibliothek Frankfurt am Main
- Umfang
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Online-Ressource
- Sprache
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Englisch
- Erschienen in
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Russian teachers dealing with the full-scale invasion of Ukraine as a classroom issue ; volume:23 ; number:2 ; year:2024
Journal of social science education ; 23, Heft 2 (2024)
- Urheber
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Efimova, Evgenia
- DOI
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10.11576/jsse-6852
- URN
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urn:nbn:de:101:1-2406261931303.694125228560
- Rechteinformation
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Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
- Letzte Aktualisierung
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14.08.2025, 10:45 MESZ
Datenpartner
Deutsche Nationalbibliothek. Bei Fragen zum Objekt wenden Sie sich bitte an den Datenpartner.
Beteiligte
- Efimova, Evgenia
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