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Eine der Prioritäten des russischen Staates besteht darin, bei jungen Russ:innen patriotische Gefühle zu stärken. Patriotismus bezieht sich hier nicht nur auf die Manifestierung eines Stolzes auf den Staat, sondern auch eine Vaterlandsliebe zu nähren, die so tief geht, dass sich das Kind dafür selbst opfern würde. Meist wird dieses Opfern in den Kontext von Krieg gesetzt. Die jungen Menschen werden in unterschiedlichen Bereichen indoktriniert: in den staatlichen Bildungseinrichtungen, in der populären Kultur, der natürlichen Umgebung, den Medien und im Rahmen von patriotischen Jugendorganisationen. Dieser Beitrag untersucht die Strategien der staatlichen Indoktrinierung, unter anderem durch die staatlich geförderte patriotische Jugendorganisation »Junarmija« (dt.: »Junge Armee«), deren Ziele und die Art und Weise, mit der das Konzept vom »guten Patrioten« in die alltäglichen Aktivitäten der Organisation eingebettet wird. Es wird festgestellt, dass im formalen Bildungsbereich patriotische Erziehung und Militarismus zwar nichts Neues waren, die Indoktrinierung der Jugend allerdings weiterhin eine Politik des Putin-Regimes bildet. Die Jugendorganisationen sind für den Staat nicht nur deshalb von großer Bedeutung, weil sie das Bewusstsein der so organisierten jungen Russ:innen beeinflussen, sondern weil die jungen Mitglieder auch das Denken ihrer Altersgenoss:innen prägen.

Eine der Prioritäten des russischen Staates besteht darin, bei jungen Russ:innen patriotische Gefühle zu stärken. Patriotismus bezieht sich hier nicht nur auf die Manifestierung eines Stolzes auf den Staat, sondern auch eine Vaterlandsliebe zu nähren, die so tief geht, dass sich das Kind dafür selbst opfern würde. Meist wird dieses Opfern in den Kontext von Krieg gesetzt. Die jungen Menschen werden in unterschiedlichen Bereichen indoktriniert: in den staatlichen Bildungseinrichtungen, in der populären Kultur, der natürlichen Umgebung, den Medien und im Rahmen von patriotischen Jugendorganisationen. Dieser Beitrag untersucht die Strategien der staatlichen Indoktrinierung, unter anderem durch die staatlich geförderte patriotische Jugendorganisation »Junarmija« (dt.: »Junge Armee«), deren Ziele und die Art und Weise, mit der das Konzept vom »guten Patrioten« in die alltäglichen Aktivitäten der Organisation eingebettet wird. Es wird festgestellt, dass im formalen Bildungsbereich patriotische Erziehung und Militarismus zwar nichts Neues waren, die Indoktrinierung der Jugend allerdings weiterhin eine Politik des Putin-Regimes bildet. Die Jugendorganisationen sind für den Staat nicht nur deshalb von großer Bedeutung, weil sie das Bewusstsein der so organisierten jungen Russ:innen beeinflussen, sondern weil die jungen Mitglieder auch das Denken ihrer Altersgenoss:innen prägen.

Russia's military in the 1990s was physically and morally fragile. Culturally, however, the militarisation of society persisted because of the prominence of militarised discourses in various discursive spaces. Militarised themes were dominant in Russia's historical education,
with Russia's vulnerability serving to underscore the militarisation of Russia's youth during this period because it drew upon notions of paranoia and anxiety, which formed the foundations of Russian identity. This article examined 16 Russian historical textbooks published in the
1990s. Adopting Robert Sutherland's schema for identifying 'ways in which inherent ideologies are expressed' in literature for children, including; 'Politics of advocacy' and 'Politics of attack,' this article found that Russia's vulnerabilities
were used to equip its youth with militarised worldviews. Historical victories were often framed as 'victory despite weaknesses, because of the patriotic, united efforts of the Russian peoples. On the other hand, loss at war was often characterised by 'unequal and heroic battle[s]'
followed by military reform, with emphasis on need to improve weapon procurement, combat readiness and strategy. Through these discourses, students were told that Russia would be safe and militaristically successful if 1) society remained united and 2) Russia's military institution was
technologically and strategically superior. These textbooks maintained the militarisation of society by sustaining the narrative that Russia constantly needed to defend itself, evidenced well with a historical trail of invasion from belligerent nations, where Russia has not always been able
to defend itself.

"Written for early-career scholars still in the planning stages of their research, this book explores some of the challenges researchers face when conducting fieldwork in the former Soviet region. It addresses key questions, including: What difficulties do scholars, especially females, encounter when researching in the region? How does an early-career scholars' positionality - especially their nationality, ethnicity, and sexuality - contribute to their experiences of inclusion, exclusion and access while conducting fieldwork? How do early-career scholars navigate issues of personal safety in the field? How do junior academics successfully conduct high-risk research? The book includes contributors from both the region and Western countries, paying particular attention to the ways researchers' subjectivities shape how they are received in the region, which, in turn, influences how they write about and disseminate their research. The book also explores ways to continue research away from the field through the use of digital methods when physical access is not possible"--

Written for early-career scholars still in the planning stages of their research, this book explores some of the challenges researchers face when conducting fieldwork in the former Soviet region. It addresses key questions, including: What difficulties do scholars, especially females, encounter when researching in the region? How does an early-career scholars' positionality - especially their nationality, ethnicity, and sexuality - contribute to their experiences of inclusion, exclusion, and access while conducting fieldwork? How do early-career scholars navigate issues of personal safety in the field? How do junior academics successfully conduct high-risk research? The book includes contributors from both the region and Western countries, paying particular attention to the ways researchers' subjectivities shape how they are received in the region, which, in turn, influence how they write about and disseminate their research. The book also explores ways to continue research away from the field through the use of digital methods when physical access is not possible.

This volume contends that young individuals across Europe relate to their country's history in complex and often ambivalent ways. It pays attention to how both formal education and broader culture communicate ideas about the past, and how young people respond to these ideas. The studies collected in this volume show that such ideas about the past are central to the formation of the group identities of nations, social movements, or religious groups. Young people express received historical narratives in new, potentially subversive, ways. As young people tend to be more mobile and ready to interrogate their own roots than later generations, they selectively privilege certain aspects of their identities and their identification with their family or nation while neglecting others. This collection aims to correct the popular misperception that young people are indifferent towards history and prove instead that historical narratives are constitutive to their individual identities and their sense of belonging to something broader than themselves