Journalartikel

Jahr der Veröffentlichung: 2015

Seiten: 242-259

Zeitschrift: European Education

Bandnummer: 47

Heftnummer: 3

DOI Link: https://doi.org/10.1080/10564934.2015.1065394

Verlag: Taylor and Francis Group

Abstract: 

Worker’s Faculties, which have been widespread in the Soviet Union up
until 1941, combined the two goals of preparing adult workers and
peasants for university entrance through the provision of general
education, as well as creating a new socialist intelligentsia from among
these groups. After World War II, Workers’ Faculties were also
established in postcolonial countries. Based on case studies in Vietnam,
Cuba, and Mozambique, we argue that corresponding transfer processes
were largely driven by local actors in the respective countries and that
these institutions were regarded as suitable instruments in solving
problems particular to postcolonial contexts.

Harvard-Zitierstil: Kaiser, T., Kriele, T., Miethe, I. and Piepiorka, A. (2015) Educational Transfers in Postcolonial Contexts : Preliminary Results From Comparative Research on Workers’ Faculties in Vietnam, Cuba, and Mozambique, European Education, 47(3), pp. 242-259. https://doi.org/10.1080/10564934.2015.1065394

APA-Zitierstil: Kaiser, T., Kriele, T., Miethe, I., & Piepiorka, A. (2015). Educational Transfers in Postcolonial Contexts : Preliminary Results From Comparative Research on Workers’ Faculties in Vietnam, Cuba, and Mozambique. European Education. 47(3), 242-259. https://doi.org/10.1080/10564934.2015.1065394