DOCSLIB.ORG

Giftedness Perceptions and Practices of Teachers in Lithuania

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Giftedness Perceptions and Practices of Teachers in Lithuania RADA R Oxford Brookes University – Research Archive and Digital Asset Repository (RADAR) Copyright © and Moral Rights for this thesis are retained by the author and/or other copyright owners. A copy may be downloaded for personal non-commercial research or study, without prior permission or charge. No quotation from the thesis may be published without proper acknowledgement. You must obtain permission for any other use of this thesis. Copies of this thesis may not be sold or offered to anyone in any format or medium without the formal permission of the copyright owner(s). Various diagrams and models have been removed: Figures: 1.1 (page 16) 2.1 (page 26) 3.1 (page 58) 3.2 (page 60) 3.3 (page 61) 3.4 (page 63) 3.5 (page 66) 3.6 (page 67) Various appendices have also been removed: A (page 254) I (page 282) www.brookes.ac.uk/go/radar O (page 382) P (page 383) S (page 393) T (page 398) U (page 403) When referring to this work, the full bibliographic details must be given as follows: Leavitt, M. R. (2009). Giftedness, perceptions and practices of teachers in Lithuania PhD thesis. Oxford Brookes University. Directorate of Learning Resources Giftedness Perceptions and Practices of Teachers in Lithuania Monita Russick Leavitt, BA [Moravian College]. MS [Central Connecticut State University] Thesis submitted in partial fulfilment to satisfy requirements of Oxford Brookes University for the degree of Doctor of Philosophy June 2009 Disclaimer I declare that no material contained in the thesis has been used in any other submission for an academic award. I declare that in preparing this thesis all sources used have been acknowledged therein. Monita R. Leavitt June 2009 Leavitt, M. R., 2009. ABSTRACT i Abstract In the context of political and cultural educational change, this research examined how a professional development programme in gifted education was effective in changing the perceptions and practices of Lithuanian teachers to utilise more comprehensive criteria for the identification of gifted children. The research addressed two main research questions: (1) How have the perceptions of giftedness changed for Lithuanian teachers following a professional development programme in gifted education at Kaunas Technological University? (2) How did the teachers at a Lithuanian basic school who attended the professional development implement a gifted student identification procedure at their school? The objective of the professional development programme was for Lithuanian teachers to collaborate on a definition and list of characteristics of giftedness in order to design a gifted student identification process. Qualitative evidence for perceptions of giftedness, gathered from pre-and post-surveys, interviews and questionnaires, indicated that these Lithuanian teachers changed their thinking about giftedness and the identification of gifted learners. Mind Mapping was used to illustrate these conceptual and thematic changes. NVivo was then employed to validate the findings, analyse and code the data. Ninety one percent of Lithuanian teachers changed their thinking about giftedness after the professional development programme. The second study used Fullan’s Four Stage Model of Educational Change to analyse the change process at a case study school. The case study school teachers who attended the professional development implemented a gifted student identification process. Qualitative methodologies involved observations, discussions, interviews, and study of written records and documentation. Journaling, audio and videotaping were used to record information. The case study school screening committee identified 26% of pupils as ‘gifted’ from parent-, teacher-, peer-, and self-nomination. Teachers said that they felt empowered to differentiate the curriculum for gifted pupils at their school. This research presents one of the first North American perspectives on gifted education in post-Soviet Lithuania. Leavitt, M. R., 2009. ACKNOWLEDGEMENTS ii I am always doing that which I cannot do in order that I may learn how to do it. – Pablo Picasso Acknowledgements This study is dedicated to Lithuanian teachers who, during educational reform, voiced the need for a system to identify one of their nation’s most valuable resources, its gifted pupils. This step was not taken alone; rather, it was supported by the affirmation of family, friends, and Lithuanian teachers to whom I owe a deep gratitude for their help and inspiration. Particular thanks go to my supervisors at Oxford Brookes University: Professor John Geake for mentorship and Dr. Tatiana Bachkirova for academic support; Associate Professor Dr. Brone Narkeviciene, Kaunas Technological University, for initiatives of pedagogical training in gifted education in Lithuanian; Vaiva Vebraite, co-creator of APPLE (American Professional Partnership of Lithuanian Education), for visionary leadership that provided American teachers with opportunities to train teachers in at the onset of Lithuania’s educational reform; Regina Seskuviene, friend, translator, and for my first classroom connection in Lithuania (1989); and Laima Dainutiene, friend and interpreter for serving as my voice to network in a country where I did not speak the language. I am especially grateful for the help from two friends: Dr. Robin Jenkin, son-in-law, who provided invaluable technical and practical research assistance, and Joyce Singer, for her encouragement and editing support. Also, I would like to thank my friends for their help and encouragement: Dr. Yolande Bosman, Carol Donahue, Phil Dutkiewicz, Jim Jones, Jeri Wenkert-Larson, Peggy Phillips, Tom Poland, Ginny Porter-James, and Sharon Spencer-Smith. And, last of all, thank you to my parents, family, and children, Tamara Jenkin and Ryan Leavitt, who brought true gifts of creativity, compassion, and joy to my life, which provided the basis for all of my work with gifted children. Leavitt, M. R., 2009. TABLE OF CONTENTS iii Table of Contents Abstract ……………………………………………………….……….…………..… i Acknowledgements ……………………….……………………..…………….…… ii Tables of Contents …………………………………………………………………. iii List of Figures ………………………………………………….….………………. vi List of Tables ………………………..……………………….….……………...… vii Chapter 1: Introduction …...……………………………………………………….. 1 1.1 Introduction …………………………………………………………..….. 1 1.2 Rationale of this Research ………………………………..……………… 1 1.3 General Historical Context ……………….…….………………………... 2 1.4 Contemporary History of Lithuanian Education …………………..…...... 8 1.5 History and Background of School Education in Lithuania ...………..… 11 1.6 Post-Soviet Gifted Education in Lithuania …..….…….……...………… 14 1.7 Researcher Involvement .……………..………………………………… 18 1.8 Thesis Chapter Structure ……………………………………………….. 19 Chapter 2: Constructs of Educational Change in Lithuania …………....……... 21 2.1 Introduction ………………………………………………………...…... 21 2.2 Fullan’s Model of Educational Change ………..…….………………… 25 2.3 Systemic Educational Change in Lithuania ………..….…….…………. 36 2.4 Educational Change in Lithuanian Schools ………..….……………….. 38 2.5 The Need for Lithuanian Teacher Professional Development in Gifted Education ………………………………………….…………. 45 Chapter 3: International Perspectives of Giftedness ............………………….... 49 3.1 Introduction …………………………………………………………….. 49 3.2 Giftedness: A Problematic Term ……………..……..………………….. 49 3.3 Identification of High Intelligence ……..………….………………..….. 55 Leavitt, M. R., 2009. TABLE OF CONTENTS iv 3.4 The Identification of Gifted Learners: Models of Giftedness ….…….… 59 3.5 Identification of and General Provisions for Gifted Pupils .……………. 68 3.6 Development of Gifted Education in Lithuania …….…….……….…… 75 3.7 Current Gifted Educational Provisions in Former Soviet Republics ……………………………………………………….….…… 80 Chapter 4: First Study Change in Perceptions of Giftedness in Lithuanian Teachers ……….… 90 4.1 Introduction …………………………………….………………………. 90 4.2 Professional Development Programme Organisation …………..…..….. 90 4.3 Professional Development Study Methodology ……….………..……… 95 4.4 Professional Development Study Research Design ……….………..….. 99 4.4.1 Pre- and Post-Surveys …………………………………….…...…. 99 4.5 Professional Development Study Findings …………………….……... 101 4.5.1 Analysis Employing NVivo …………………..…………………. 101 4.6 Outcomes of the Professional Development Programme ..………….… 108 4.6.1 Outcomes: Survey Results ……………………………………… 112 4.7 Professional Development Study General Discussion …….……..…… 132 4.8 Professional Development Study Implications for Practice ………….. 138 Chapter 5: Second Study: Case Study of the Implementation of Gifted Education in a Lithuanian Basic School ……………………………………………………. 141 5.1 Introduction …..……..………………………………………………… 141 5.2 Background of Case Study School …………………..………………... 142 5.3 Case Study Methodologies ……………………………………………..144 5.4 Case Study Data Gathering .……..…………..………………….…….. 147 5.5 Issues of Validity ………….………….………………………………. 155 5.6 Research Ethics …..…..………………….……………….…………… 157 5.7 Case Study Description ………..………………………...……………. 159 5.7.1 Fullan’s Model: Initiation Stage ………..….………....…………. 159 5.7.2 Fullan’s Model: Implementation Stage ………..……….……….. 160 5.7.3 Fullan’s Model: Continuation Stage ….………………………… 166 5.7.4 Fullan’s Model: Outcome Stage …….………………………….. 168 5.8 Results ……………...……….…….……………………………..…… 169 Leavitt, M. R., 2009. TABLE OF CONTENTS v 5.9 Comparisons with Other Lithuanian Schools ..……………………….. 177 5.9.1 School #1 ………………………………..……………...……….. 178 5.9.2 School #2 …………….……………….……………………..…... 179 5.9.3 School #3 ………………………………………………..………. 179 5.9.4 School
Load more

Recommended publications
  • Seimas of the Republic of Lithuania Resolution No Xiv
    SEIMAS OF THE REPUBLIC OF LITHUANIA RESOLUTION NO XIV-72 ON THE PROGRAMME OF THE EIGHTEENTH GOVERNMENT OF THE REPUBLIC OF LITHUANIA 11 December 2020 Vilnius In pursuance of Articles 67(7) and 92(5) of the Constitution of the Republic of Lithuania and having considered the Programme of the Eighteenth Government of the Republic of Lithuania, the Seimas of the Republic of Lithuania, has resolved: Article 1. To approve the programme of the eighteenth Government of the Republic of Lithuania presented by Prime Minister of the Republic of Lithuania Ingrida Šimonytė (as appended). SPEAKER OF THE SEIMAS Viktorija Čmilytė-Nielsen APPROVED by Resolution No XIV-72 of the Seimas of the Republic of Lithuania of 11 December 2020 PROGRAMME OF THE EIGHTEENTH GOVERNMENT OF THE REPUBLIC OF LITHUANIA CHAPTER I INTRODUCTION 1. As a result of the world-wide pandemic, climate change, globalisation, ageing population and technological advance, Lithuania and the entire world have been changing faster than ever before. However, these global changes have led not only to uncertainty and anxiety about the future but also to a greater sense of togetherness and growing trust in each other and in the state, thus offering hope for a better future. 2. This year, we have celebrated the thirtieth anniversary of the restoration of Lithuania’s independence. The state that we have all longed for and taken part in its rebuilding has reached its maturity. The time has come for mature political culture and mature decisions too. The time has come for securing what the Lithuanian society has always held high: openness, responsibility, equal treatment and respect for all.
    [Show full text]
  • Country Report Lithuania
    COUNTRY REPORT LITHUANIA The Ministry of Education and Science of the Republic of Lithuania, Vilnius Language Education Policy Profile 2003/2004 PART I : Strategy of teaching Lithuanian language at general education school (2004œ2009) The strategy was prepared by the following work group established under the Order of Minister of Education and Science: Dr. Rima Bacevići#t$, Regina Dilien$, Dr. Laima Grumadien$, Raimonda Jarien$, Irena Kaniłauskait$, Danut$ Kolesnikova, Laimutis Laušikas, Henrika Prosniakova, Dr. Meilut$ Ramonien$, Audron$ Razmantien$, Dr. Regina Rinkauskien$, Dr. Vilija Salien$, Antanas Smetona, Dr. Irena Smetonien$, Dr. Jolanta Zabarskait$. 1. Introduction......................................................................................................................... 5 2. Strategy objectives and goals.............................................................................................. 5 3. Position and evaluation of the Lithuanian language as a study subject .............................. 6 3.1. Favourable factors ..................................................................................................... 7 3.2. Unfavourable factors ................................................................................................. 7 4. Improvement trends of Lithuanian language teaching at school of general education....... 8 4.1. The use and importance of know-how society provided possibilities....................... 8 4.2. Topic of forming national identity under conditions of globalization......................
    [Show full text]
  • Download.Xsp/WDU20170001591/O/D20171591.Pdf (Accessed on 17 December 2020)
    sustainability Article Teachers Supporting Students in Collaborative Ways—An Analysis of Collaborative Work Creating Supportive Learning Environments for Every Student in a School: Cases from Austria, Finland, Lithuania, and Poland Suvi Lakkala 1,* , Alvyra Galkiene˙ 2 , Julita Navaitiene˙ 2 , Tamara Cierpiałowska 3 , Susanne Tomecek 4 and Satu Uusiautti 1 1 Faculty of Education, University of Lapland, 96300 Rovaniemi, Finland; satu.uusiautti@ulapland.fi 2 Educational Academy, Vytautas Magnus University, 44248 Kaunas, Lithuania; [email protected] (A.G.); [email protected] (J.N.) 3 Institute of Special Education, Pedagogical University of Krakow, 30-060 Krakow, Poland; [email protected] 4 Institut für übergreifende Bildungsschwerpunkte, University College of Teacher Education Vienna, 1100 Vienna, Austria; [email protected] * Correspondence: suvi.lakkala@ulapland.fi Abstract: Many studies have highlighted the importance of community and cooperation in inclusive education. However, traditionally, teachers are trained to manage their classes alone. Along with Citation: Lakkala, S.; Galkiene,˙ A.; the aspirations of inclusive education, there is high pressure to develop school cultures that are Navaitiene,˙ J.; Cierpiałowska, T.; more communal and to reorient school personnel’s work, making it more collaborative, in order to Tomecek, S.; Uusiautti, S. Teachers meet the diverse needs of all students. In this research, we explored and compared the collaborative Supporting Students in Collaborative ways in which teachers supported their students in four schools in Austria, Finland, Lithuania, and Ways—An Analysis of Collaborative Poland. As a conceptual framework, the research utilized theories of interprofessional teamwork. The Work Creating Supportive Learning researchers applied a theory-led thematic analysis to the research data.
    [Show full text]
  • Trust and Verify: the Real Keys to School Improvement an International Examination of Trust and Distrust in Education in Seven Countries
    Trust and Verify: The real keys to school improvement An international examination of trust and distrust in education in seven countries Edited by Dean Fink First published in 2016 by the UCL Institute of Education Press, University College London, 20 Bedford Way, London WC1H 0AL ioepress.co.uk © Dean Fink 2016 British Library Cataloguing in Publication Data: A catalogue record for this publication is available from the British Library ISBNs 978-1-78277-147-0 (paperback) 978-1-78277-148-7 (PDF) 978-1-78277-149-4 (ePub) 978-1-78277-150-0 (Kindle) All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. Every effort has been made to trace copyright holders and to obtain their permission for the use of copyright material. The publisher apologizes for any errors or omissions and would be grateful if notified of any corrections that should be incorporated in future reprints or editions of this book. The opinions expressed in this publication are those of the author and do not necessarily reflect the views of the UCL Institute of Education, University College London. Typeset by Quadrant Infotech (India) Pvt Ltd Printed by CPI Group (UK) Ltd, Croydon, CR0 4YY Contents List of tables viii List of figures ix Acknowledgements xi Notes on contributors xii Introduction 1 Dean Fink 1 Trust and mistrust: Competing models of policy and practice 11 Dean Fink
    [Show full text]
  • Lithuania; World Data on Education, 2010/11
    World Data on Education Données mondiales de l’éducation Datos Mundiales de Educación VII Ed. 2010/11 IBE/2011/CP/WDE/LI World Data on Education. 7th edition, 2010/11 Lithuania Revised version, October 2011. Principles and general objectives of education In terms of the Law on Education of 1991 (as last amended on 13 June 2006), education is an activity intended to provide an individual with a basis for a worthy independent life and to assist him/her in the continuous cultivation of abilities. Every person has an inherent right to learn. Education is a means of shaping the future of the person, the society and the State. It is based on the acknowledgement of the indisputable value of the individual, his/her right of free choice and moral responsibility, as well as on democratic relationships and the country’s cultural traditions. Education protects and creates national identity. It guarantees continuity of the values that make a person’s life meaningful, that grant social life coherence and solidarity, and that promote development and security of the State. Education serves its purpose best when its advancement leads the overall development of society. Therefore education is a priority area of societal development that receives State support. The amended Law on Education stipulates that the general goals of education are to: • develop a young person’s values enabling him/her to become an honest, knowledge-seeking, independent, responsible and patriotically-minded person; to cultivate the communication skills important in contemporary
    [Show full text]
  • Lithuanian Papers
    Lit�ua.nian Papers Volume 8 - 1994 ANNUAL JOURNAL OF THE LITHUANIAN STUDIES SOCIETY AT THE UNIVERSITY OF TASMANIA • Making Crosses In Ltthuanla (Story, Page 37). Illustration by Edward Radclyffe. Telecom: The company through which you can be connected to the world 24 hours a day. When in Sydney, visit the LITHUANIAN CLUB 16 - 18 East Terrace, BANKSTOWN, N.S.W. Telephone (02) 7081414 Meals - Library - Entertainment Visitors Welcome Don't miss out on the best sourceof news,analysis and commentfrom the BalticStates! r- T/ie One-year (51 issues) subscription rates � ftpv� IND TT\ENT to Australia onlyfor -'-r;?"- ----..::::...12.d.;::_:.:=�LJ - � =-.:..::::- e 102AUD Ondividuals) 156 AUD (companies) Evay week, we bring youthe latest litical • po an, Telecom is a company that serves Whether your telephone needs economicand cultural news in the region, Fill out the box belowand send it to: are private or commercial, Telecom presented in crisp, well-written English. TB! TheBaltic Independent, you 24 hours a day and is your link Business seclion keepsyou i n touchwith the PO Box 45, TallinnE E0090,Estonia with the world. is the company that knows your latest newson the busBaltic inessfront Phone +(372 2)683073, 683 074 needs and one you can trust. Telecom Australia provides a �--·········-·········· ···········································- ' : Pleasesend me a one- N;;;; , Telecom's services are for ever Address complete telephone service and most : year subscripti.onto ---------------- . : TheBaltic importantly, all of its profits work 1mprovmg. : INDEPENDENI forAustralia. That is wb we. trust Telecom [TCOM TI:L MEM IJMll1T 1 ISSN1031-3958 Lithuanian Papers ANNUAL JOURNAL OF THE LITHUANIAN STUDIES SOCIETY AT THE UNIVERSITY OF TASMANIA Volume 8 1994 EDITOR: AlgimantasP.TA �KUNAS, O.A.M PUBLISHER: Tasmania University Union Lithuanian Studies Society.
    [Show full text]
  • National and Supranational Education Policy from a Lithuanian Perspective
    INTERNATIONAL JOURNAL OF CRITICAL PEDAGOGY National and Supranational Education Policy from a Lithuanian Perspective LILIJA DUOBLIENE Abstract his article deals with the problem of national education policy, which sub- Tject to the recommendations of international organizations and supranational powers that observes and control the development of democracy and social move- ments world-wide, so consequently it is perceived as a new regime. Lithuanian educational changes are discussed using scientific literature interpretation, edu- cational document analysis and meta-analysis of empirical research and apply- ing critical theory instruments for recognition of supranational and local power constructs, identifying the methods of social reproduction in Lithuanian educa- tion. The main focus is done on the analysis of contemporary Lithuanian educa- tion, which has to survive in the conditions of regimes, when new one is built on the relicts of the Soviet, the old one. Explication of the right wing direction in Lithuanian education policy declaring the progressive tasks, with a fear of the leftist position, especially critical pedagogy, is given. The value of critical peda- gogy theory from the perspective of a country experienced in the soviet regime is discussed. When discussing various problems of education, researchers use the concept of educational policy, but often put a very different meaning into it. Traditionally, education policy is understood as education strategies development and imple- mentation or as a set of principles, guidelines, and planned actions necessary to solve particular educational problems and to achieve the desired results. Quite often it is understood as the process of preparing educational documents neces- sary to ensure the efficacy of the education system (Radó, 2001; Trowler, 2003), 212 | International Journal of Critical Pedagogy | Vol.
    [Show full text]
  • Moral Education in Lithuania: an Educology of Teaching Understanding and Caring Versus Teaching Reasoning
    cd-International Journal of Educology, 2005 Lithuanian Special Issue Moral Education in Lithuania: An Educology of Teaching Understanding and Caring versus Teaching Reasoning Lilija Duobliene Professor and Chairman Department of Educology Vilnius University, Lithuania Introduction by Co-Editors The intention of the introduction adheres to the meaning of the following statement from the first paragraph in the Recurring Editorial that started in the 2005 issue of cd-IJE. “The format for future content recognizes the existence of the newly forming body of knowledge, i.e. philosophy of educology, as knowledge about educology, and the existence of the already developing body of knowledge, i.e. educology, as knowledge about education.” Professor Duobliene’s paper, in accord with the Recurring Editorial, is: (1) within the phenomenological philosophy of educology perspective, and; (2) in contrast to the experiential, rationalistic, and analytical philosophy of educology perspectives. From the editorial’s perspective, the paper is considered to be based on a philosophy of knowledge, i.e. on an epistemology, developed within the general philosophy of existentialism. And, from this perspective, its epistemology involves the methodology, i.e. knowledge of the method, of systematic phenomenology, as knowledge about a method for doing general philosophy, i.e. doing ontology, metaphysics, epistemology, logic, ethics, and aesthetics, from an existentialist perspective. Included in doing general philosophy, with this methodology, i.e. with this knowledge
    [Show full text]
  • Education in Lithuania
    Education in Lithuania HIGHLIGHTS 2017 Lithuania WHAT ARE OECD REVIEWS OF NATIONAL POLICIES review of the education system, from early childhood FOR EDUCATION? education and care to tertiary education. Reviews of National Policies for Education provide tailored The report (Education in Lithuania), part of the series Reviews advice to governments to develop policies that improve of National Policies for Education, evaluates national policies the skills of all members of society, and ensure that those and practices in Lithuania in education and skills, compared skills are used effectively, to promote inclusive growth for to OECD member countries. It does so according to five core better jobs and better lives. The OECD works with countries principles that are essential to effective education systems: to identify and understand the factors behind successful a strong focus on improving learning outcomes; equity in reforms and provide direct support to them in designing, educational opportunity; the ability to collect and use data adopting and implementing reforms in education and skills to inform policy; the effective use of funding to steer reform; policies. and the extent of multistakeholder engagement in policy design and implementation. WHY A REVIEW OF EDUCATION IN LITHUANIA? Based on tough benchmarks, the review both underlines the In 2015, the OECD opened discussions for the accession of many strengths of Lithuania’s education system and provides Lithuania to the OECD Convention. As part of this process, recommendations on how to improve policies and practices Lithuania has undergone in-depth reviews in all the relevant so that the country can advance towards OECD standards of areas of the Organisation’s work including a comprehensive education attainment and outcomes.
    [Show full text]
  • Education and Training Monitor 2019 Lithuania
    Education and Training Monitor 2019 Lithuania Education and Training Getting in touch with the EU Europe Direct is a service that answers your questions about the European Union. You can contact this service: • by freephone: 00 800 6 7 8 9 10 11 (certain operators may charge for these calls), • at the following standard number: +32 22999696 or • by email via: https://europa.eu/european-union/contact_en Luxembourg: Publications Office of the European Union, 2019 © European Union, 2019 Reuse is authorised provided the source is acknowledged. The reuse policy of European Commission documents is regulated by Decision 2011/833/EU (OJ L 330, 14.12.2011, p. 39). For any use or reproduction of photos or other material that is not under the EU copyright, permission must be sought directly from the copyright holders. PRINT ISBN 978-92-76-09423-4 ISSN 2466-9989 doi: 10.2766/466547 NC-AN-19-017-EN-C PDF ISBN 978-92-76-09422-7 ISSN 2466-9997 doi: 10.2766/20512 NC-AN-19-017-EN-N Cover image: composition with images © istock.com EUROPEAN COMMISSION Education and Training Monitor 2019 Lithuania 2019 Directorate-General for Education, Youth, Sport and Culture EN Volume 2 of the Education and Training Monitor 2019 includes twenty-eight individual country reports. It builds on the most up-to-date quantitative and qualitative evidence to present and assess the main recent and ongoing policy measures in each EU Member State. It therefore complements other sources of information which offer descriptions of national education and training systems. Section 1 presents a statistical overview of the main education and training indicators.
    [Show full text]
  • Soviet Lithuanians, Amber and the “New Balts”: Historical Narratives of National and Regional Identities in Lithuanian Museums, 1940–2009
    Soviet Lithuanians, Amber and the “New Balts”: Historical Narratives of National and Regional Identities in Lithuanian Museums, 1940–2009 By Eglė Rindzevičiūtė Abstract In the twentieth century Lithuania emerged from the crumbling Russian Empire as a post-colonial nationalising state. Its short-lived independence (1918–1940) fea- tured attempts to assemble the material foundations for an imagined community of Lithuanians, however in 1940 this nationalist project was disrupted by Soviet occupation. However, this article argues that regardless of the measures taken against political nationalism by the Soviets, the material work of assembling the Lithuanians as a historical and ethnic nation was not abandoned. The study analy- ses the ways in which Northern and Baltic categories were used to regionally situ- ate the ethnic identification of the Lithuanian population in Soviet and post-Soviet Lithuanian museums. The cases of the Historical-Ethnographic Museum and the Museum of Amber reveal that Northern and Baltic dimensions had to be recon- ciled with the Soviet version of the Lithuanian past. The resulting assemblage of Lithuania as a synchronic and diachronic community of inhabitants who defined themselves through shared Baltic ancestors and centuries-old uses of amber was transmitted to the post-Soviet museums. The most salient post-Soviet changes were, first, the rewriting of the relations between Lithuanians and the Nordic countries in positive terms and in this way reversing the Soviet narrative of Lithuania as a victim of aggression from the North. Second, the Soviet construc- tion of amber as a material mediator which enabled Lithuanians to connect with each other as a synchronic and diachronic imagined community was somewhat pushed aside in favour of the understanding of amber as a medium of social and cultural distinction for the ancient Balts and contemporary Lithuanian elites.
    [Show full text]
  • The Commission for National Education of Poland and Lithuania (1773-1794): a Historical Study of Some Aspects of Its Educational Reforms
    THE COMMISSION FOR NATIONAL EDUCATION OF POLAND AND LITHUANIA (1773-1794): A HISTORICAL STUDY OF SOME ASPECTS OF ITS EDUCATIONAL REFORMS by John A. Rackauskas Thesis presented to the School of Graduate Studies of the University of Ottawa as partial fulfillment of the requirements for the degree of Doctor of Philosophy i\>3iet. LIBRARIES * e/,S(ty o< v Chicago, Illinois, 1977 John A. Rackauskas, Ottawa, Canada, 1977 UMI Number: DC53279 INFORMATION TO USERS The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleed-through, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. UMI UMI Microform DC53279 Copyright 2011 by ProQuest LLC All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. ProQuest LLC 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 ACKNOWLEDGMENTS This thesis was begun under the supervision of Professor Antanas Paplauskas-Ramunas, Ph.D., Vice-Dean of the Faculty of Education and Director of the Comparative Education Centre of the University of Ottawa. After his death the thesis was directed and supervised by Professor Mary Mulcahy, Ph.D., Director of Graduate Programmes, Faculty of Education of the University of Ottawa. The writer is indebted to Professor Algirdas Sidlauskas, of the University of Vilnius, for his assistance with primary source documents in the archives of the University of Vilnius; to Professor J.
    [Show full text]