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" . . . an exciting, first-rate contribution to our understanding of Soviet history on several levels . . . and the relationship between tsarist and Soviet educational policies and practices." —Ben Eklof "Larry E. Holmes' book is a fine, expert study of a difficult topic." —The Historian " . . . this first-rate work definitely points the way toward a new understanding of the Soviet Union in the 1920s." —Journal of Modern History " . . . a succinct and original study of early Soviet education and an engaging disaggregation of the convoluted relations among ideology, politics, and social reality in a revolutionary society . . . This well-researched, innovative, and insightful study is required reading for any serious student of early Soviet history." —The Russian Review ". . . elegantly written, a pithy fast paced, and intersting book . . ." —East West Education Larry Holmes examines Soviet school policy from 1917 to 1931 in its ideological, political, institutional, and social dimensions.
A History of Education in Modern Russia is the first book to trace the significance of education in Russia from Peter the Great's reign all the way through to Vladimir Putin and the present day. Individual chapters open with an overview of the political, social, diplomatic and cultural environment of the period in order to orient the reader. Dowler then goes on to analyse the aims of education initiatives in each era before considering the ways in which Russians experienced education, both as students and as teachers. Each chapter concludes with an assessment of the outcomes and consequences of education policies in the period, both the successes and failures as well as the impact of education on the cultural, social, economic and ultimately political environments. The chronologically arranged book also traces and then summarises underlying key themes like the tension between an open system of education and an estate-based system; the push and pull between utility and the broader goal of human development; and the effects of centralized, authoritarian control that for much of the period limited local initiative and starved the regions of adequate resources.
A collection of essays which examine the reform of the educational system in post Soviet Russia in historical and comparative perspective.
After the 1917 Revolution in Russia, the Bosheviks launched a massive assault on religion. Although we know a great deal about how the Bolsheviks went about doing this&—propaganda, persecution of clergy and laity, seizing church property&—scholars have not devoted much attention to the other side of the story: the people who were being persecuted and how they responded to their persecutors. Glennys Young shows how ordinary Russian peasants devised ways of asserting their religious faith during the difficult period of New Economic Policy, 1921&–28, when the Party-state was ideologically obsessed with eradicating religion. Faced with persecution, torture, and the creation of antireligious organizations such as the League of the Godless, Orthodox clergy and laity organized themselves against the Bolsheviks. They revived factional politics, even using the village soviets, the intended cornerstone of Soviet power in the countryside, to defend their religious interests. When they achieved some degree of success in their resistance, the Bosheviks were forced to respond and adapt their strategies&—a conclusion that scholars have not put forward previously. Based on extensive research in archives and published sources, Young's book will force historians of Soviet Russia to confront religious issues as central to rural politics. Her work also draws upon cultural anthropology and theories of peasant politics, making it of great interest to any scholars studying the processes of secularization and desacralization in other cultures.
Now in its fifth edition, Comparative Education: The Dialectic of the Global and the Local has established itself as the state-of-the art, comprehensive as well as sophisticated framework for taking into account the dynamic interactions of local, national, regional, and transnational factors shaping education systems around the world. Our theoretical and methodological strategy for this volume has proven effective as a standard textbook for introducing the field of comparative education from various theoretical and methodological perspectives.
Revolution and Pedagogy explores the tensions between and within the processes of revolutionary pedagogical change and continuity. Contributors examine conventional topics such as school policies and curricula, as well as more non-traditional pedagogies such as public celebrations of holidays, participation in international exchange programs, and the incarceration of political activists.
The collection's focus is on girls' secondary education, and hence the gendered cultural expectations of the middle classes and upper classes, will provide the dominant narrative, given the relatively recent democratization of European educational systems.
Volume I, entitled Russian Mathematics Education: History and World Significance, consists of several chapters written by distinguished authorities from Russia, the United States and other nations. It Examines the hostory of mathematics education in Russia and its relevance to mathematics education throughout the world. The second volume, entitled Russian Mathematics education is highly respected for its achievements and was once very influential internationally, it has never been explored in depth. This publication does just that. --Book Jacket.
Being a student meant much more than simply attending classes. The new Soviet student was expected to engage in activities ranging from work in local Communist Party organizations to participation in collectivization brigades in the countryside. Builders and Deserters explores how student attempts to accommodate personal ambition and established cultural traditions with the numerous obligations that came from their privileged status led to a difficult relationship with the state. Konecny discusses changes in the higher education system and everyday life from the pre-revolutionary period to the beginning of World War II. He also considers the world of politics and political activism, training in and out of the classroom, and the ways in which students both conformed to and deviated from explicit standards of social conduct and "Communist morality" under Stalinism. This is the first comprehensive analysis of the important role played by students in the Soviet socialist revolution during the inter-war period. The breadth of subject matter and thematic issues will interest scholars and students of Soviet history, as well as specialists in comparative education and youth culture.