Ideological Education Research Articles

Генезис советской интеллигенции и изменение ее отношения к власти в годы реформ Н.С. Хрущева

This article is devoted to understanding the genesis of the Soviet intelligentsia and identifying meaningful changes in its attitude to power in 1953–1964. The research methodology is based on complementing the historical-party approach with sociological theories of functionalism and structuralism, as well as the theory of elites and the new class. The hypothesis of the study is the complex nature of the Soviet intelligentsia, which included the remnants of the pre-revolutionary educated layer, as well as representatives of the “new” Soviet intelligentsia who emerged during the years of Soviet power, possessing high cognitive qualities, partisanship and the ability for social conformism and mimicry. The modernization of the socio-political course under N.S. Khrushchev and his opening of the floodgates of criticism of the “cult of personality” of J.V. Stalin revived the function of critical analysis and construction of new meanings, characteristic of the intelligentsia, which was successfully suppressed in the USSR. The growth of critical sentiment among the Soviet intelligentsia in the conditions of desacralization of power and half-hearted de-Stalinization, the articulation of doubts about the effectiveness of the Soviet system began in the early 1960s to failures in economic policy. The economic uncompetitiveness of socialism in the conditions of weakening mobilization mechanisms for its development gives rise to a crisis of confidence in power among the Soviet intelligentsia. In the conditions of the USSR's transition to a post-industrial society, there is a growing dissonance between the humanization and technocratization of the Soviet intelligentsia and the further dogmatization of the CPSU system of ideological education. The result is an increasing trend since the mid-1960s anomie of the Soviet intelligentsia from power.

Sharing interview questions in advance: Methodological considerations in applied linguistics research

Abstract Interviews serve as a prominent methodological tool in applied linguistics and beyond, allowing researchers to explore participants’ experiences, ideologies and beliefs. Yet, the extent to which interview questions are shared in advance with participants is often unclear, although this methodological decision can substantially shape responses and subsequent reflections. Some advantages of sharing interview questions in advance include enhanced participant engagement and reflexivity, reduced interview anxiety, and more thoughtful responses. Conversely, the practice may engender risks such as participant bias, and predetermined answers. This reflective piece addresses this underexplored aspect by first discussing methodological considerations of such a practice, including a brief review of existing practices in research on language teacher ideologies and beliefs. Second, it considers ethical dimensions entailed in such a practice. Additionally, this paper explores how six English teachers in Norway experienced having access to all interview questions in advance to prepare for interviews centred around their individual teaching beliefs about multilingualism and multilingual practices. The paper concludes by suggesting that sharing interview questions in advance can benefit both participants and enhance the quality of research.

Unravelling the deficit ideologies in English language education in Pakistan: A decolonial perspective

AbstractIn this study the author combines translingualism and raciolinguistic perspectives to analyze the language ideologies and idealized listening/reading subject positions that undergird discourses on English language teaching in Pakistan. Drawing on data from national policy documents, the national curriculum for English, and English proficiency assessment reports, he shows how discourses on English as a medium of instruction, the English language curriculum, and assessment in Pakistan are fraught with deficit ideologies that emphasize a particular view of English proficiency that serves as an imaginary line of demarcation between proficient and deficient English teachers and reinforce linguistic and socioeconomic hierarchies. Instead of reified, Anglo‐normative orientations to English proficiency, the author proposes a translingual orientation that places students' multilingual identities at the center of English language teaching (ELT) practices. He concludes with a call for ELT practitioners and critical language scholars to develop organic links between classroom translingualism and political activism in order to dismantle socioeconomic hierarchies.

Новое образование для новой России

The problem of new education for today’s Russia is of great importance due to the fact that Russia has withdrawn from the Bologna educational system and is now beginning to form a new national education system. The crisis of liberalism is a manifestation of a new systemic crisis. A new ideology of education based on patriotism, traditional culture and modern achievements of science is required. The paper proposes the main principles of the new ideology and measures of post-market reform of the education system. The subject of the study is the crisis of the Russian education system and the problem of the ideology of teaching humanities. The purpose of the work is to formulate new principles of ideology and directions for the creation of a sovereign national education system in Russia. The stated purpose required the application of a systematic approach to the research. The practical result of the implementation of the methodology of moral-religious neo-institutionalism was the release by INFRA M Publishing House of a series of educational literature - the textbook “Economic Theory. Russian economics” and related textbooks on the philosophy of economy, home economics and methodology of scientific research, united by the subtitle on the moral content of science and economics. The importance of the research is due to the fact that the results obtained open new opportunities for secondary and higher school pedagogy in the light of the creation of a sovereign national system of education in Russia. The novelty of the study lies in the formulation of principles for a new national system of education taking into account the national patriotic ideology.

Analysis of the Optimization of Ideological Education Work System under the Perspective of “Five Educations Simultaneously”

Currently, the education sector regards the “Five Educations Simultaneously” as a crucial guiding principle for talent cultivation in the new era. This paper deeply analyzes the specific content of “Five Educations Simultaneously” and explores the requirements for optimizing the ideological education work system based on this principle. The article emphasizes the fundamental role of moral education in ideological education, promotes the deepening of intellectual education, and advances the coordinated development of physical education, aesthetic education, and labor education to achieve proactive innovation in educational work. By implementing the concept of “Five Educations Simultaneously,” the goal is to cultivate well-rounded, high-quality talents to meet societal development needs.

Application of Lightweight Freshmen Group Portrait Based on Echarts

This study designs a general analysis model for fusion method, big data portrait of young users using map engine data, and tries to solve the problem of fusion of qualitative and quantitative methods in user portrait. This paper determines the necessity of freshmen group portrait in the practice of ideological education by studying the freshmen group portrait and its objectives, connotations and roles; through the various aspects of data collection, cleaning, structuring, data analysis and modeling, the Echarts platform is used to establish a data visualization example, to achieve a three-dimensional, multi-dimensional and interactive visualization output of the freshmen group portrait, and with the help of the combination of qualitative and quantitative methods, the design of the Research model. Based on the theory of sociological psychology, we construct a user value map, use Look-alike algorithm to construct the map data labeling system, use K-Means clustering algorithm to get the data results, and analyze the data results for business. Using the model for big data empirical demonstration, the results show that young users can be divided into 20 categories of groups, and the total number of data results reaches 170 million, and the number of preference labels reaches 606, which is better than the results of survey data. And it is applied in the initial education and teaching practice process, obtaining better results, with replicable and generalizable practical application scenarios.

Eradicating dominant ideologies in higher education: the responsibility of campus leadership in developing a culturally-congruent education experience

ABSTRACT Educational leadership serves a pivotal function in establishing the tenor of campus cultures. Executive decisions shape educational policy and practice in ways that either hinder or advance marginalised students’ academic success. Leaders are in powerful positions to modify unjust academic ecosystems and to de-ideologise the white-centric dominant ideologies that lead to student pushout. Leadership actions tend to justify the status quo rather than to deconstruct campus culture and reconstruct antiracist options. Inaction from leadership has resulted in cultural discontinuities that lead some students to self-deidentify from academia. This article expands upon cultural mismatch theory to describe how race dysconsciousness, academic capitalism and rugged individualism operate to buttress ecosystemic conditions that create racially-antagonistic campus cultures. We propose strategies that leaders can implement to eradicate dominant ideologies at their home institutions and within educator-student relationships and individual mindsets. We also discuss important considerations and corresponding actions for creating culturally-congruent equity-focused educational spaces.

Exploration of Teaching Reform in Innovation and Entrepreneurship Courses in Applied Universities

This article explores the problems and dilemmas of innovation and entrepreneurship courses in applied colleges and universities under the background of civics curriculum, including the insufficiency of theoretical research on civics curriculum teaching, the singularity of teaching methods and approaches, and the tendency of polarisation of course evaluation methods. In response to these problems, the article proposes the exploration of teaching reform with four focal points, including the construction of a two-way intercommunication teaching reform model in the four dimensions of information processing, interpersonal relationship, personality development and behaviour control. The article stresses that under the guidance of curriculum ideology, innovation and entrepreneurship courses must expand the theoretical research of curriculum ideology teaching, increase the variety of teaching methods, improve the evaluation method, fully inspire the tacit knowledge of college students, timely update the teaching content and establish a new course evaluation system, etc., in order to realise the goal of higher education to cultivate morality and nurture people.

Language ideologies and language teaching in the global world: An introduction to the special issue

Aims: This special issue delves into language ideologies shaping multilingual education, aiming to unravel their impact on pedagogical practices and emergent multilinguals. By presenting empirical studies and critical analyses, the collection seeks to foster a nuanced understanding of language ideologies in diverse educational contexts. Approach: This guest editorial introduces language ideology as a lens, guiding an exploration of its manifestations in educational settings. Ten papers, spanning diverse linguistic landscapes, offer a comprehensive examination of language ideologies through varied methodologies. From scrutinizing teacher objections to linguistic pluralism to dissecting bilingual kindergarteners’ experiences during the COVID-19 pandemic, the collection employs qualitative research, case studies, and critical reviews to critically engage with language ideologies in global language education. Conclusion: The special issue concludes by emphasizing the critical role of language ideologies in shaping educational landscapes and influencing emergent multilinguals’ experiences. Authors underscore the need for macro-level research, recommending a decolonial lens to address inequalities perpetuated by monoglossic practices. The collection advocates for inclusive spaces and challenges educators to reflect on their pedagogies, promoting a multilingual-as-a-resource orientation. By extending the scope beyond individual classrooms and examining sociopolitical and economic dimensions, the special issue contributes to ongoing efforts to reframe language ideologies and advance inclusivity in multilingual education. Originality: This special issue stands out for its originality in dissecting language ideologies through diverse lenses, spanning linguistic, sociocultural, and pedagogical dimensions. Notably, studies like Chang-Bacon and colleagues’ examination of objections to linguistic pluralism and Mendoza’s exploration of stylization in English-medium instruction enrich the discourse. The collection encourages scholars to engage with plurilingualism as a theoretically robust alternative to late translanguaging theory, promoting empirical grounding and fostering a deeper understanding of language ideologies.

Teacher emotions, identity, and speakerhood status in narratives of Filipino JET Assistant Language Teachers (ALT)

This paper explores the accounts of four Filipino ALTs in teacher narratives as intertwined in their teacher emotions, identities, and practices to help understand modern changes in the understanding of the speakerhood status of traditionally perceived NNESTs in Japan and the globalized world using Norton’s (2013) concept of teacher identity. Primary data were collected from an initial survey questionnaire and semi-structured online interviews from four (4) ALTs. Guided by the narrative approach (Barkhuizen, 2008), we learned that Filipino ALTs’ identities are shifting and in flux as they navigate their emotions about their speakerhood status as ALTs in Japan. Participants responded with varying depictions of their imagined native (NES) and nonnative speakers (NNEST), specifying cultural, linguistic, and physical differences. Disappointment and frustration emerged as teacher emotions from external factors rather than speakerhood status. Moreover, feelings of happiness and inferiority, instead, were perceived to be associated with their speakerhood status. Data from the interviews show that their anxieties and inferiority related more to others' labeling of them as native speakers and the expectations of having to live up to the ideals of the NES. The data supports speakerhood status as a spectrum rather than a discrete category, with the participants’ teacher identities constantly shifting and in flux. The study shows that Filipino ALTs’ teacher emotions, as they relate to their communities, classroom policies, and shifting teacher identities, show and lead to their desire to invest and reinvest in their teaching practice and possibly signal shifts in teachers’ understanding of teacher ideologies.

Rousseau's Natural Education Thought and Its Practical Significance Are Revealed -- Take Emile as an Example

Rousseau's birth of natural education was a landmark event in the birth of modern education. Rousseau's natural education believed that attention should be paid to the natural changes in students' physiology and psychology, in accordance with their nature. This educational ideology has had a huge impact on the history of world education, influencing the emergence and development of a series of educational ideas by educators. It still has certain significance and value in the current era of education system reform. Rousseau's natural education philosophy advocates blaming nature, cultivating natural individuals, and respecting individual natural instincts, which has had a profound impact on the development history of Western society. This article combines Rousseau's work "Emile" to deeply analyze the connotation and characteristics of his natural education thought, interpret Rousseau's natural education thought, and elaborate on the practical significance of Rousseau's natural education thought to contemporary education from the aspects of respecting and adapting to students' natural nature, respecting and highlighting students' subjectivity, respecting and paying attention to students' individual differences, and paying attention to and promoting students' comprehensive development. The aim is to provide important reference and inspiration for the development of education and the development of education at all stages.

The Interpretation of Role Model and Its Contemporary Value Under Kant's Moral Education Thought

Kant's moral education ideology is an important component of his entire ideological system and a brilliant gem in the history of human educational thought. Kant's moral education philosophy is mainly reflected in stimulating the intrinsic moral motivation of the educated and cultivating their kind will, advocating for the construction of moral freedom and spiritual meaning based on the principle of formality and universality as the basis for their own will. However, the current moral education in schools is still fundamentally based on material practical principles such as utilitarianism, emotion, self love, and reputation, which leads to low efficiency and formalization of moral education practice. In this sense, moral education cannot truly cultivate the sense of responsibility and obligation of the educated, let alone generate a Kantian sense of moral respect and sublimity from the depths of their hearts. The author believes that universities can change the way learners think and enhance people's moral motivation through the role of role models in moral education. By playing a role model, laying the foundation for the construction of ideas, and then making free choices, true freedom can be achieved. This article analyzes the connotation and characteristics of exemplary education in Kant's educational philosophy based on current research experience and relevant academic literature, and further explains the role of exemplary education in Kant's moral education philosophy. Finally, combining the role of role models, this paper focuses on exploring the contemporary value of the concept of role models in Kant's moral education ideas, aiming to draw on the essence of Kant's role model education and promote the reform and innovation of moral education in Chinese universities.

Research on the Status Quo and Improvement Needs of Foreign Language Teachers’ Teaching Competence in Curriculum-Based Ideological Education in Xinjiang Colleges and Universities

This study investigated the status quo and further improvement needs of foreign language teachers’ teaching competence in curriculum-based ideological education (CIE) in Xinjiang colleges and universities. The results show that the teachers’ teaching competence in CIE is generally good, with the “cultivating quality” being the highest and the “scientific research quality” the lowest; there still exist several problems, such as teachers’ lack of theoretical knowledge in CIE, lack of teaching resources, and insufficient abilities in teaching design and research. It is hoped that with the support and efforts from university administrations, teachers can improve their teaching competence in CIE through various approaches adopted and multiple measures taken, thus optimizing their teaching effectiveness, promoting the construction of CIE in Xinjiang colleges and universities in the new era, and contributing to Xinjiang’s high-quality development.

Case Study on Architectural Heritage Conservation Taking Lu Zuofu Memorial Hall as an Example

Through the Lu Zuofu Memorial Hall and architectural heritage related literature research, the background of Lu Zuofu Memorial Hall and the architectural layout of the function of a brief introduction, and then analyze the Lu Zuofu Memorial Hall "protection and reuse" repair and protection methods, as well as Lu Zuofu Memorial Museum will be a combination of cultural display, ideological education, cultural experience and tourism and so on. Analyze the "protection and reuse" protection method of the real needs and with the former planning after the assessment of the renovation and protection of the concept of combination.

The Practical Research on the Red Film and Television Culture Helping the Ideological Education of College Students

Film and television culture has been favored by college students for its artistic comprehensiveness, rapid transmission speed, large amount of information, simple way, wide radiation range and market-oriented content. The values it spreads have a subtle influence on the ideological and political orientation of young students and the quality of college cultural education. This paper tries to study the influence and practical path of red film and television culture on the value orientation of contemporary college students from the perspective of socialist core values.

Study of Youth Education Ideas in Lenin's Tasks of the Youth League

The Tasks of the Youth League was published in the transition period of Soviet Russia from wartime communism to the new economic policy, when people's livelihoods were poor, young people's motivation for learning was low, theoretical learning was detached from practice, and extreme leftist ideology prevailed in the country. At this critical time, Lenin emphasised the importance of learning to young people in "Tasks of the Youth League", advocating that young people should strive to learn all the knowledge of mankind, insist on the combination of theory and practice in the process of learning, and abide by communist morality. Combined with the goal and current situation of youth ideological education in the new era, The Tasks of the Youth League has an important revelation for the youth education work in China.

The Implementation Methods of the Ideological and Political Theories Teaching in Foreign Majors: A Case Study of Comprehensive English Course

Ideological and political theories teaching is an education and teaching concept with Chinese characteristics, which is an introduction of ideological and political elements in all kinds of curriculum teaching. It is aimed at guiding students to establish correct outlook on the world, life and values. During the study of foreign language and culture, students are more susceptible to the impact of diverse cultures, values and ideologies. Therefore, colleges and universities should strengthen the cultivation of patriotism, national consciousness and core socialist values of foreign language students. As a college Foreign Majors course, Comprehensive English course has the advantage of playing the function of implicit ideological and political education. Integrate Chinese elements and patriotic education while teaching English language knowledge and skills. This paper analyzes the understanding of ideological and political theory teaching, teaching content, evaluation system, teaching process and other ways to integrate ideological and political education into the teaching of comprehensive English courses. It is conducive to cultivating students' patriotism and training high-quality foreign language specialists.

Pedagogies of Resistance and Healing: Latinx Dual Language Bilingual Education Teachers Battling Racialized Ideologies of Languagelessness in Arizona

ABSTRACT Language ideologies of Latinx dual language bilingual education (DLBE) teachers have been increasingly examined, but few studies have chosen a race-based analytical approach. This study examines the language ideologies of six Latinx K-5 DLBE teachers in Arizona through the lens of “racialized ideologies of languagelessness.” At the time of the study, all six teachers considered themselves bilingual. Yet, they shared experiences with linguistic violence during their upbringing and K-12 schooling and identified areas of vulnerabilities that had undermined their self-perception of bilingualism. We report the complexities of these teachers’ racialized language ideologies, shaped by their experiences with linguistic violence as well as positive reinforcement during their upbringing and teaching careers. As DLBE teachers, our participants reflect on their complex experiences with language to stop the cycle of linguistic violence and racialized ideologies of languagelessness for the next generation of bi/multilingual children in their classrooms. We call their critically conscious practices “pedagogies of resistance and healing.”

A Heteroglossic Lens on Washington State's Growing Dual Language for Multilingual Learners

This article examines Washington State's growing dual language program through the lens of heteroglossia. A heteroglosic lens is significant to understanding the contemporary linguistic landscape and framing language policies that will equitably serve multilingual learners and communities. With the increasing multilingual complexities of today's classrooms and the history of academic achievement gaps between monolingual and multilingual learners, heteroglossia illuminates the contextual ways in which language practices and policies hegemonize certain groups and create educational and social inequities. The article argues that unless the state's language policy is structurally revised and informed with a heteroglossic ideology and theorization of language education, its aspirational goals of equitable education for its multilingual learners may never be attained. It offers an overview of the theoretical lens of heteroglossia that must guide the planning of an equitable language policy/program that reflects multilingual learners' authentic fluid language practices.

Light and Delight: Playful Learning as an Ideology and Methodology in Adult Education

This article, a conceptual and theoretical piece, opens a window on “playful learning” as a philosophy of education and a suite of diverse pedagogical approaches, methods, and techniques. The paper criticizes the serious ambience of adult education with its high levels of instrumentalism and performativity. It argues for playful learning as an ideology and methodology to realize the light (i.e., the true essence) and the delight (i.e., the pleasure) of learning. To this aim, the paper initially provides a feature-based, pedagogical perspective of “play.” Afterward, it defines and defends playful learning, highlighting a wide spectrum of possibilities and affordances within the pedagogy of play. In particular, (digital) game-based learning, gamification, and quest-based learning are touched upon. Additionally, connections are briefly made between playful learning and several teaching paradigms and philosophies in adult education such as student-centered learning, project-based learning, creative pedagogy, positive education, and critical pedagogy. Furthermore, the article puts forth “signature pedagogy” as a theoretical framework to safeguard the implementation of playful learning in adult education. Similarly, the notion of “iplay” (or intelligent play) is introduced to underscore the technological and evolving dimensions of play and playful learning. The paper, finally addresses several areas of concern within “playful adult education.” It touches upon creating a “playful mindset” and “play culture” among educational stakeholders especially teachers and students. Likewise, developing appropriate adult learning “playware” (i.e., playful instructional content) and “playful assessment” are addressed.