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: Calhoun, C., 2006. Is the University in Crisis? Society, May-June.

Bowen, W.G., Kurzweil, M.A., and Tobin, E.M., 2005. Equity and Excellence. Charlottesville: University of Virginia Press.
Brint, S. ed., 2002. The Future of the City of Intellect. Stanford: Stanford University Press.
Frank, R.H., and Cook, P.J., 1995. The Winner-Take-All Society. New York: Free Press.
Geiger, R.L., 2004. Knowledge and Money: Research Universities and the Paradox of the Marketplace. Stanford: Stanford
University Press.
Kirp, D., 2003. Shakespeare, Einstein, and the Bottom Line. Cambridge, MA: Harvard University Press.
Mowery, D.C., Nelson, R.R., Bhaven, S.N., and Ziedonis, A.A., 2004. Ivory Tower and Industrial Innovation: University-Industry
Technology Transfer Before and After the Bayh-Dole Act. Stanford: Stanford Business Books.
Readings, B., 1996. The University in Ruins. Cambridge, MA: Harvard University Press.
Washburn, J., 2005. University, Inc.: The Corporate Corruption of Higher Education. New York: Basic Books.

The article Is the University in Crisis? presents a deep analysis of ongoing transformations in the field of
higher education. Calhoun shows the way close links between universities and corporations, which arise mainly
from research licencing, and the general tendency towards running a university as a business corporation reinforce internal hierarchies in the field of education and calls in question the significance of universities for
public good.

(2011, 3).

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In this interview Craig Calhoun broadens and refines his critique of the university field. In view of the current
economic crisis, problems in higher education have become more visible to sociologists and the general public.
This leads to a wide and critical debate over this issue.

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-, : http://www.insidehighered.com/views/2008/02/15/ross

Andrew Ross analyzes increasing globalisation of universities in USA and other countries, taking New York
University as his primary example. The article shows that massive penetration of foreign markets by rich universities causes damage to national educational systems. At the same time, by using cheap Asian labor force, these
universities also threaten the workplaces and working conditions in their main campuses.

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In this fragment from his influential article Ideology and Ideological State Apparatuses (1969), Althusser
explains distinctive features of two kinds of state apparatuses: repressive apparatuses and ideological
apparatuses, and then focuses attention on the latter. According to the philosopher, ideological state apparatuses
take part in reproducing capitalist mode of production, though usually this is not obvious. Special emphasis is put
on the School that is considered to be the most important ideological apparatus in contemporary societies.

(2011, 3).

47

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www.bratstvo.info/index.php?go=News&in=view&id=23440

(2011, 3).

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, ., 1998. ? .: KM Academia.
, ., 2000. . . : . www.franko.lviv.ua/faculty/
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- . . 16 2011.
: http://www.bratstvo.info/index.php?go=News&in=view&id=23440

What will become of freedom is a sharp critical article about current threats to academic freedom in the
authors Alma Mater. These threats include signs of authoritarianism in an allegedly democratic institution, and
the rise of a right-wing xenophobic party with an oxymoronic name Svoboda (Freedom). Olga Briukhovetska
shows how interwoven these threats are and how urgent the adequate response to them is.

56

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.
, ,
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, , , .

1999 . 29- ,
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2000 . ,
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(Amaral, 2004:79-100).
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(, 2009:27-30).

,

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, ., 2009. . , 2, . 27-30.
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. www.osvita.com/news/15-09-2010/1284501660/
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Press, E., Washburn, J., 2000. The Kept university. www.utwatch.org/oldnews/atlanticmonthly_keptuniversity_03_2000.
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Ritzen, J., 2009. A change for European universities. Amsterdam.: Amsterdam university press.
The Bolonga declaration on the space for higher education: an explanation. www.ec.europa.eu/education/policies/educ/
bologna/bologna.pdf

The article analyses identity crisis of the University that started as a result of the the decline of nationstates and post-modern deligitimation of scientific knowledge. The article also discusses the problem of
commercialization of higher education and the neoliberal background of the Bologna process.

62

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65

 ,
1930- .: , ,
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(, 2008:48). . , 1920- .,
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status quo ()?
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66

(), 1 . . , . . 12, 57 4.04.1932.

(), 1 , . . 13, . 177, 75 . ..
16.04.1933.
, . 2008. . Alma Mater, 6.
, .-. : (1921-1938).
, ., , .. (.), 2002. : . : , . 166-197.
, .., , .., , .., 2005. Terra Universitatis:
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(a), -333 (.. ), .1, 11, . 1.
(), -333 (.. ), .1, 11, . 2.
, 3 . . 1: 1917-1928 ., 1957. :
.
, 11.11.1939. . . 1834-1984, 1984. :
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(), 27.05.1935.
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(), 13.02.1936.
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(1917-1925). . . ., 1968.
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Ferguson, J., The Anti-Politics Machine. In: Sharma, A., Gupta, A. eds., 2006. The Anthropology of the State: a Reader. Oxford,
pp. 270-283.

This article describes Soviet experiments in the field of higher education in twenties and thirties. Special attention is devoted to the university autonomy and ideological influence on institutions. The author shows that
in the context of decentralization and fragmentation the early Soviet university did not achieve real autonomy
because it refused the principles of self-organization, instead developing conservative traits. Furthermore, he
argues that the current passive stance and lack of self-reflection of Russian higher education is a direct consequence of demobilization of the scientific and educational elite, following the failure of of the Soviet educational project.

(2011, 3).

67

68

(2011, 3).

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that by using these terms the false opposition between determinism and individualism can be avoided.

: Bourdieu, P., and Wacquant L., 1992. An Invitation to Reflexive Sociology. Cambridge, Polity Press.

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Accardo, A., 2006. Introduction a une sociologie critique. Lire Pierre Bourdieu. Marseille, Agone.
Bourdieu, P., 1978. Classement, dclassement, reclassement. Actes de la Recherche en Sciences Sociales, 1(24).
Bourdieu, P., Passeron, J.-C., 2003. Los herederos. Los estudiantes y la cultura, Buenos Aires, Siglo XXI.
Bourdieu, P., Passeron, J.-C., 1970. La Reproduction. lments pour une thorie du systme denseignement. Paris, Minuit.
Borda, D., Masi, F., 2003. El Trabajo precario. Mercado laboral en Amrica Latina y Paraguay. Asuncin, CADEP.
Oeuvrard, F., Cacouault, M., 2003. Sociologie de lducation. Paris, La Dcouverte.
Tedesco, J.C., 2004. Prologo. Castaneda E., Convers A., Galeano Paz M. (eds). Equidad, desplazamiento y educabilidad. Buenos
Aires.
Tilly, C., 1998. Durable Inequality, Berkeley, University of California Press.

Luis Ortiz Sandoval a a Paraguayan sociologist, analyzes the influence of educational reforms on lower-class
families from Asuncin. He uses Bourdieus theoretical framework and shows how different habituses work in
social reality.

(2011, 3).

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solne4naja@ukr.net, toshkag@gmail.com

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Bourdieu, P., Passeron, J.-C., 1979. The Inheritors: French Students and Their Relation to Culture. Chicago and London.
Breen, R., Jonsson, J., 2000. Analyzing Educational Carriers: A Multinomial Transition Model. American Sociological Review,
V.65, . 754-772.
Shavit, Y., Blossfeld, ., 1993. Persistent Inequality: Changing Educational Stratification in Thirteen Countries. Boulder: Westview Press.
Sanredson, S.K., 1999. Macrosociology: An Introduction to Human Societies. N.Y.: Longman.
Willis, P.E., 1977. Learning to Labour: How Working Class Kids Get Working Class Jobs. Lexington, Mass.: Lexington Books.

Proposed article is devoted to the presentation of results of qualitative research conducted among graduates
of different Ukrainian schools elite urban school, simple urban school, and simple rural school. In this
research, we studied the expected educational and professional trajectories of graduates from the point of view
of knowledge gained in their school. Particularly, we studied the image of ideal and real profession, and the
difference between desirable future and a realistic assessment of their prospects. In addition, attitudes towards
independent external evaluation were studied.

THE FUTURE PRESENT . , , ,

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. ,
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, , , , .

92

(2011, 3).

93

94

(2011, 3).

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23 2010 .,
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main.cgi?nreg=369-2009-%EF

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( ) 9. education.unian.net/ukr/detail/189355
6

: . www.direct-action.org.ua/?p=503

. www.direct-action.org.ua/?p=636

4 . www.direct-action.org.
ua/?p=455

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, ., 2007. . -: . . 14-49.
. www.direct-action.org.ua/?p=455
369 . www.zakon.rada.gov.ua/cgi-bin/
laws/main.cgi?nreg=369-2009-%EF
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, . www.zakon.
rada.gov.ua/cgi-bin/laws/main.cgi?nreg=796-2010-%EF
. www.direct-action.org.ua/?p=636
. www.oglyadach.com/news/2009/6/2/210823.htm
: . www.direct-action.org.ua/?p=503
. www.education.unian.net/ukr/detail/189355
Althusser, L., 1971. Ideology and Ideological State Apparatus. Monthly Review Press. www.marxists.org/reference/archive/
althusser/1970/ideology.htm.

Article discusses student protests of 2009-2011 in Ukraine. Author uses Bourdieus theory of classes on paper
to describe the current political disposition of the students and the possibilities for them to present a united
political position in order to protect their rights. The higher education in general is described in Althusserian
terms as ideological state apparatus. The author argues that today the educational system in Ukraine transfers
two different types of ideology: (neo)liberalism as officially declared ideology but also the ideology of compassion
and self-pity that transfers more via unspoken everyday practices.

(2011, 3).

99

100

(2011, 3).

101

102

(2011, 3).

103

104

(2011, 3).

105

, . daryna.
vonkarajan.larionova@gmail.com

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(..., 2011:50),
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. 2010 .

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2010- . 4,3%.
Ukrainian Protest
and Coercion Data, . 2009- ;

(..., 2011).
.

2009- 2010-,
,
.

1 796 , , ,
, 27.08.2010. www.zakon.rada.gov.ua/cgi-bin/laws/
main.cgi?nreg=796-2010-%EF
2 , 2010. . www.direct-action.org.
ua/?p=435

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2. ( 2009- 2010-)

3. ( 2009- 2010-)

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, ., 04-06-2010. ? . . www.pravda.com.ua/articles/2010/06/4/5108172/
, 2010. . www.direct-action.org.
ua/?p=435
796 ,
, ,
, 27.08.2010. www.zakon.rada.gov.ua/cgi-bin/laws/main.cgi?nreg=796-2010-%EF
, , 2011. , .
, ., 2011.
. . www.commons.com.ua/archives/9791
Habermas, J., 1985. Reason and the Rationalization of Society (The Theory of Communicative Action, Vol. 1).Beacon Press,
465 p.

During significant social changes students are considered to be the most active part of society. It is believed
that usually this group opposes the system by protest behavior. However this statement needs to be proven,
since situation can be different within various societies. The article describes the current state of affairs within
student movement in Ukraine. Author makes an emphasis on dynamics of student protests in Ukraine in 20092010 years and main issues which were raised by the protests. Also author predicts possible ways of further
student movement development in Ukraine.

, 2009 . (
) . ., ,
, 2009.
. www.direct-action.org.
ua/?p=57. . , . ,


, . ., , , 2010. .
www.direct-action.org.ua/?p=269

112

(2011, 3).

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(International Student Movement, ISM).
.

,

.
, , : , ,
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.
.
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International student
movement (http://ism-global.net). united.for.education@
gmail.com

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(2011, 3).

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Karam A., ed. Women in Parliament: beyond Numbers, Stockholm, International IDEA. P. 66.

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Womens Folk School (Kvinnofolkhgskolan) in Gothenburg is the example of a grass-root feminist initiative
in education, so called life long learning. During more than twenty years school has been gathering women of
different ages, ethnical and economic background to give them the possibility to choose the study program,
courses and trainings depends on their needs. Swedish experts believe that although their country is among
world leaders in gender equality implementation, there are still problems connected with unequal redistribution
of power positions in business, inequality in labor pay, violence against women etc. That is why Womens Folk
School besides education, that could provide better chances to receive social resources, has the aim to increase
self-consciousness and solidarity among women. Agneta Wirn, one of the co-founders of Womens Folk School,
answers questions about the history of Womens Folk School, peculiarities of folk school education in Sweden,
feminist ideas in education for women, contemporary activities of Womens Folk School etc.

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7 Umkmpfte Wissensproduktion, (kritische) Migrationsforschung und das Recht auf Mobilitt im Bologna-Prozess.

6 Eine kleine Geschichte der sterreichischen Hochschulpolitik.

8 Vom Uniprotest zur kritischen & solidarischen Universitt.

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