Motivation to Learn: The pedagogical nexus in the Russian school: Some implications for transnational research and policy borrowing

Abstract

Earlier research had shown that in some Russian schools, pupils were significantly more highly motivated to learn in school than in some American and English schools. Further inquiry was conducted to ascertain to what extent such high motivation might be attributed to schooling-related factors. It is suggested that Russian schools exhibit a 'pedagogical nexus' - a set of linked, interactive and mutually reinforcing influences on pupils' motivation to learn within and because of the schooling process- in which continuity of school, class and teacher - inter-generational continuity; closeness of home-school relations; readiness and preparation for schooling; the articulation of a national curriculum in school texts and in a critical pedagogics; the extent and character of inter-relation between lesson, textbook, homework and assessment; and the role of memorisation in learning - play highly inter-related and mutually attuned roles. It is argued that the terms of explanation of an unfamiliar education system cannot be reliably used for the identification of isolable practices for transnational export to other systems. Explanations of unfamiliar systems can, however, raise powerful and pointed evaluative questions of general interest.

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