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A history of Soviet education policy 1921-34, this is a sequel to the author's highly praised Commissariat of Enlightenment.
Social mobility is the hope of economic development and the mantra of a good society. There are disagreements about what constitutes social mobility, but there is broad agreement that people should have roughly equal chances of success regardless of their economic status at birth. Concerns about rising inequality have engendered a renewed interest in social mobility—especially in the developing world. However, efforts to construct the databases and meet the standards required for conventional analyses of social mobility are at a preliminary stage and need to be complemented by innovative, conceptual, and methodological advances. If forms of mobility have slowed in the West, then we might be entering an age of rigid stratification with defined boundaries between the always-haves and the never-haves-which does not augur well for social stability. Social mobility research is ongoing, with substantive findings in different disciplines—typically with researchers in isolation from each other. A key contribution of this book is the pulling together of the emerging streams of knowledge. Generating policy-relevant knowledge is a principal concern. Three basic questions frame the study of diverse aspects of social mobility in the book. How to assess the extent of social mobility in a given development context when the datasets by conventional measurement techniques are unavailable? How to identify drivers and inhibitors of social mobility in particular developing country contexts? How to acquire the knowledge required to design interventions to raise social mobility, either by increasing upward mobility or by lowering downward mobility?
A study of Lunacharsky's commissariat which ran both education and the arts in Bolshevik Russia.
This title was first published in 1973. The selections from Soviet sociological literature presented in this volume are significant from at least three standpoints. First, they reveal the extent to which the issue of social and economic inequality has become a subject for legitimate public discussion in the Soviet Union. Second, these selections offer the reader a means of appraising the quality of work in what, under Soviet conditions, is the formative period of a new intellectual discipline. Third, the selections provide abundant empirical evidence bearing on the forms and degrees of inequality currently found in Soviet society.
A devastating challenge to the idea of communism as a 'great leveller', this extraordinarily original, rigorous, and ambitious book debunks Marxism-inspired accounts of its equalitarian consequences. It is the first study systematically to link the genesis of the 'bourgeoisie-cum-middle class' – Imperial, Soviet, and post-communist – to Tzarist estate institutions which distinguished between nobility, clergy, the urban merchants and meshchane, and peasants. It demonstrates how the pre-communist bourgeoisie, particularly the merchant and urban commercial strata but also the high human capital aristocracy and clergy, survived and adapted in Soviet Russia. Under both Tzarism and communism, the estate system engendered an educated, autonomous bourgeoisie and professional class, along with an oppositional public sphere, and persistent social cleavages that continue to plague democratic consensus. This book also shows how the middle class, conventionally bracketed under one generic umbrella, is often two-pronged in nature – one originating among the educated estates of feudal orders, and the other fabricated as part of state-induced modernization.
As World War II ended, few Americans in government or universities knew much about the Soviet Union. As David Engerman shows in this book, a network of scholars, soldiers, spies, and philanthropists created an enterprise known as Soviet Studies to fill in this dangerous gap in American knowledge. This group brought together some of the nation's best minds from the left, right, and center, colorful and controversial individuals ranging from George Kennan to Margaret Mead to Zbigniew Brzezinski, not to mention historians Sheila Fitzpatrick and Richard Pipes. Together they created the knowledge that helped fight the Cold War and define Cold War thought. Soviet Studies became a vibrant intellectual enterprise, studying not just the Soviet threat, but Soviet society and culture at a time when many said that these were contradictions in terms, as well as Russian history and literature. And this broad network, Engerman argues, forever changed the relationship between the government and academe, connecting the Pentagon with the ivory tower in ways that still matter today.
A groundbreaking exploration of contemporary global inequality by leading scholars from across the world.
Stalin’s Niños examines how the Soviet Union raised and educated nearly three thousand child refugees of the Spanish Civil War. An analysis of the archival record and numerous letters, oral histories, and memoirs uncovers a little-known story that describes the Soviet transformation of children into future builders of communism and reveals the educational techniques shared with other modern states. Classroom education taught patriotism for the two homelands and the importance of emulating Spanish and Soviet heroes, scientists, soldiers, and artists. Extra-curricular clubs and activities reinforced classroom experiences and helped discipline the mind, body, and behaviours. Adult mentors, like the heroes studied in the classroom, provided models to emulate and became the tangible expression of the ideal Spaniard and Soviet. The Basque and Spanish children thus were transformed into hybrid Hispano-Soviets fully engaged with their native language, culture, and traditions while also imbued with Russian language and culture and Soviet ideals of hard work, comradery, internationalism, and sacrifice for ideals and others. Throughout their fourteen-year existence and even during the horrific relocation to the Soviet interior during the Second World War, the twenty-two Soviet boarding schools designed specifically for the Spanish refugee children – and better provisioned than those for Soviet children – transformed displaced niños into Red Army heroes, award-winning Soviet athletes and artists, successful educators and workers, and in some cases valuable resources helping to rebuild Cuba after the revolution. Stalin’s Niños also sheds new light on the education of non-Russian Soviet and international students and the process of constructing a supranational Soviet identity.