demokratia, ganaTleba da multikulturalizmi

British Journal of Sociology of Education 4, no.2 (1983): 185-202; Ron Everman, Lennart G.
Svensson, and Thomas Soderqvist, eds., Intellectuals, Universities, and the State in Western
Modern Societies (Berkeley and Los Angeles: University of California Press, 1987); Henry A.
Giroux and Peter McLaren, eds., Critical Pedagogy, the State, and Cultural Struggle (Albany:
State University of New York Press, 1989); Liz Gordon, “Beyond Relative Autonomy Theories
in Education,” British Journal of Sociology of Education 10, no.4 (1989): 435-448; Daniel
Morales-Gomez and Carlos Alberto Torres, The State, Corporatist Politics, and Educational
Policy-Making in Mexico (New York: Praeger, 1990); Raymond Morrow and Carlos Alberto
Torres, Social Theory and Education: A Critique of Theories of Social and Cultural
Reproduction (Albany: State University of New York Press, 1995), gansakuTrebiT is
nawili, romelic exeba ganaTlebas, saxelmwifos da reproduqciis
logikas, 341-447; Claus Offe, “Notes on the Laws of Motion of Reformist State Policies,”
n.d. mimeograph; Michael Pusey, “The Legitimation of State Education Systems,” Australian
and New Zealand Journal of Sociology 16 (July 1980): 45-52; George M. Thomas and John M.
Meyer, “The Expansion of the State,” Annual Review of Sociology 10 (1984): 461-482; Carlos
Alberto Torres, “ State and Education: Marxist Theories,” in International Encyclopedia of
Education: Research and Studies, vol.8, ed. T. Husen and T.N. Postlethwaite (Oxford: Pergamon
Press, 1985), 4793-4798; Gordon W. West, “Education, Moral Reproduction, and the State:
Some Implications of Activistic Interpretations of Recent European State Theories for Canadian
Educational Policy,” Interchange 12, nos. 2-3 (1981): 86-101.
2. winamdebare Tavis winaswari versiis prezentacia Sedga simpoziumze -
“postmodernizmis gamowveva socialur da humanitarul mecnierebebs”,
Universidad Complutense de Madrid-University of California, madridi, 22-25 aprili,
1997.
3. krizisuli pedagogika kritikul modernistul da postmodernistul
poziciebs Soris inteleqtualuri gamdidrebis gzis gasayarzea. misi
yuradReba, ZiriTadad, gamaxvilebulia Zalauflebis centralur adgilze
skolebis muSaobis stilis Sesaxeb damkvidrebul azrSi da im faqtze,
rom kritikulad ganwyobilma Teoretikosebma “Seqmnes naSromi, romelic
yuradRebis centrSi aqcevs saskolo ganaTlebis politikur ekonomias,
saxelmwifosa da ganaTlebas, Temebis /sagnebis reprezentatiulobas,
studentTa subieqtivizmis axsnas”. Peter McLaren, Life in Schools (White Plains,
N.Y.: Longman, 1989), 159. marTlac, metad umniSvnelo Sedegi iqna miRweuli
multikulturalizmis mravalferovani ineterpretaciiT, rac kidev
erTxel asabuTebs imas, rom krizisulma pedagogikam saTanado yuradReba
unda dauTmos moqalaqeobriobis, demokratiis da multikulturalizmis
Teoriebs, maTi urTieTSexebis wertilebs da maT Soris arsebul
winaaRmdegobebs.
4. gansxvavebul da sawinaaRmdego xasiaTis magaliTs warmoadgens kerol
peitmenis klasikuri naSromi, romlis wina planze demokratiis Teoriebis
feministuri perspqetivaa wamoweuli. ixileT, Carole Pateman, The Problem of
Political Obligation: A Critique of Liberal Theory (Cambridge, England: Polity Press, 1985).
5. devid heldi asabuTebs, rom demokratiam mecxramete da meoce saukuneebSi
gamokveTilad Tanamedrove forma SeiZina da gvevlineba “garkveuli
wesebis, procedurebis da institutebis klasterad, romelic saSualebas
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