Ivan Z. Holowinsky – författare

This volume explores contemporary issues of ethnic, cultural, and national identities and their influence on the social construction of identity. These issues are analyzed from the perspective of seven nations: China, Israel, Japan, South Africa, Ukraine, Wales, and the United States. While different, these perspectives are not mutually exclusive lenses through which to review the discourse between ethnic and educational dynamics. The chapters in this book illustrate how these seven perspectives differ, as well as overlap.*Part I explores ethnicity and race as important variables in explaining minority students' academic performance and schooling in the United States and China.*Part II focuses on ethnic and racial identity issues in Israel, Japan, and South Africa.*Part III addresses ethnic and racial identity as it affects racial integration at different levels of education in post-apartheid South Africa, and the effects on schooling of a rapidly changing ethnic map in the United States.*Part IV focuses on issues of language and national identity in three countries: Ukraine and Wales, where a national language is central to nation-building, and China, where 61 languages are in use and bilingual education is essential in enhancing national literacy and communication.The questions this book addresses are highly significant in today's global economy and culture. Scholars and professionals in the fields of comparative, international, and multicultural education and educational policy will find the volume particularly pertinent.

This book was conceptualized as an effort to provide for a Western reader not familiar with psychology in the East, a broad outline of Ukrainian Psychology within the socio-historical context. Since the 1950s there were few publications in the USA that described psychology in the former Soviet Union (Bauer, 1962; Brozek & Mecacci, 1974; Brozek & Slobin, 1972; Rahman, 1973; Raznor, 1971). Unfortunately, some authors identified psychologists in the Soviet Union as "Russian psychologists." Only two articles (Holowinsky, 1978, 1987 specifically discussed Ukrainian Psychology.Since the 1991 declaration of independence in the Ukraine, psychologists in the Ukraine are attempting to establish scholarly cooperation with the mainstream of Western psychology. As indicated by Professor Charles A. Maher, "this book will be valuable to scholars, researchers, and practitioners, who want to learn about an important but somewhat neglected aspect of the history of tradition of psychology."

This volume explores contemporary issues of ethnic, cultural, and national identities and their influence on the social construction of identity. These issues are analyzed from the perspective of seven nations: China, Israel, Japan, South Africa, Ukraine, Wales, and the United States. While different, these perspectives are not mutually exclusive lenses through which to review the discourse between ethnic and educational dynamics. The chapters in this book illustrate how these seven perspectives differ, as well as overlap.*Part I explores ethnicity and race as important variables in explaining minority students' academic performance and schooling in the United States and China.*Part II focuses on ethnic and racial identity issues in Israel, Japan, and South Africa.*Part III addresses ethnic and racial identity as it affects racial integration at different levels of education in post-apartheid South Africa, and the effects on schooling of a rapidly changing ethnic map in the United States.*Part IV focuses on issues of language and national identity in three countries: Ukraine and Wales, where a national language is central to nation-building, and China, where 61 languages are in use and bilingual education is essential in enhancing national literacy and communication.The questions this book addresses are highly significant in today's global economy and culture. Scholars and professionals in the fields of comparative, international, and multicultural education and educational policy will find the volume particularly pertinent.

The original essays in this volume examine reform-related issues in teacher education in Great Britain, Canada, Japan, Ukraine, United States, and Western Europe. A distinguished group of educators reviews the social context of the teacher, the economics and value of teaching, the pace of change, government policy and teacher control of the profession, and the evolving role of the teacher and education system in the face of political and social upheaval.