Učitelja ėpochi stalinizma: vlastʹ, politika i žiznʹ školy 1930-ch gg
In: Istorija stalinizma
In: История сталинизма
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In: Istorija stalinizma
In: История сталинизма
Introduction: why single sex schooling? -- Disciplining gender: making the case for separate schools -- Teaching and learning in separate schools -- Clean, warm, and calm: girls' schools in action -- The problem of order: boys' schools in crisis -- Debating policy: the challenge to separate education -- Restoring coeducation: the end of an experiment -- Conclusion: learning lessons from Soviet separate schools
In: Evolutionary studies in imaginative culture, Volume 5, Issue 1, p. 153-154
ISSN: 2472-9876
In: Evolutionary studies in imaginative culture, Volume 3, Issue 1, p. 105-110
ISSN: 2472-9876
Abstract
A review essay of three recent publications that focus in different ways on the evolutionary basis of religion. Asma (2018) focuses on the ways in which "religion" energizes the emotional needs of humans. Torrey (2017) pays close attention to the evolutionary stages of brain development that are necessary for the emergence of religious concepts and the attitudes that accompany them. Finally, Turner et al. (2017) develop a complex theory of different types of selection that they regard as necessary in order to account for the institutionalization of religion: they think that biological natural selection, even though building human capacities, is insufficient to explain the sociological facts about religion.
In: Handbook of International Negotiation, p. 15-25
In: Slavic review: interdisciplinary quarterly of Russian, Eurasian and East European studies, Volume 72, Issue 4, p. 902-903
ISSN: 2325-7784
In: Review of Middle East studies, Volume 46, Issue 2, p. 155-164
ISSN: 2329-3225
World Affairs Online
In: The Nation State and Beyond; Transcultural Research – Heidelberg Studies on Asia and Europe in a Global Context, p. 83-100
In: Journal of educational administration & history, Volume 41, Issue 3, p. 253-266
ISSN: 1478-7431
In: Gender & history, Volume 21, Issue 1, p. 107-129
ISSN: 1468-0424
This article explores questions about identity among Soviet men teachers, about the construction of masculinity in the Stalinist context and more broadly about the significance of power in structuring gender identities. By examining the personal experience, classroom practices and political perspectives of a man teacher in a 'women's profession', this article demonstrates how masculine identity involved the exercise of power even in the context of a repressive political system. Focusing on the multiple layers embedded in the identity of one teacher makes possible a gender analysis of the political processes, social relations, and educational practices characteristic of the Soviet Union in the 1930s. Using an interview to understand the formation of masculinity illustrates how individual agency and subjectivity shaped and were shaped by the broader patterns and processes characteristic of Stalinism.
In: Journal of women's history, Volume 16, Issue 4, p. 92-118
ISSN: 1527-2036
In: The Antitrust bulletin: the journal of American and foreign antitrust and trade regulation, Volume 48, Issue 2, p. 377-425
ISSN: 1930-7969
In: Gender & history, Volume 14, Issue 1, p. 117-137
ISSN: 1468-0424
During the first stage of the Stalin era, suicides by Soviet women teachers revealed the essential ambiguity of a self–destructive act, the uncertain identity of women as public activists, and the difficult position of teachers at a time of intense political conflict. Examining eight women teachers who killed themselves in the period 1928 to 1931, this study argues that this assertion of self–control through self–destruction was also a surrender to others, including the actors and structures whose domination originally contributed to suicidal behaviours. This study thus describes both limited opportunities for and considerable restraints upon women teachers in the Stalinist context.