IN THE GRIP OF DE-STALINIZATION: Mosaics of Everyday Life of Pedagogical Institutes of the UkrSSR in 1953–1964 (original) (raw)
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The system of teacher training, which barely got on its feet during the revolution of 1917-1921, was feverish with reforms. The only thing that was radically different was, of course, that the higher school became the vanguard of the communists' ideological struggle, first against the Nepmans, and then against the capitalists of the "decaying West". The state declared that it had started a struggle for the consciousness of citizens through culture and education. The internal world of institutions was reshaped in accordance with the demands of the young socialist state. Party and Soviet leaders considered it their duty to intervene in the life process of state pedagogical institutes (hereinafter referred to as SPI). On the other hand, the higher education school, suffering from such interference, felt like a forge of advanced ideological cadres. The life attitudes of a Soviet citizen were polished precisely within the walls of the school. This sphere of activity of institutions was highlighted in reports and recommendations of party bodies. However, issues of life outside ideology remain white spots. The micro-environment of life activities of educational teams of the Ukrainian SSR was studied. It was characterized by the impoverished state in which the universities found themselves in the 1920s after the civil war and tried to overcome it for 50 years with varying success. The state allocated significant funds, which, however, could not satisfy all the needs of SPIs. There were problems with providing fuel, electricity, organization of water supply and drainage, there was a lack of building materials for repair work by students. The campaign to vacate the premises Актуальні питання у сучасній науці № 6(24) 2024 1085 of the former schools in the 1930s struck a blow, when institutes lost inhabited areas, receiving nothing in return, or having buildings unfit for existence. In the postwar country, the problem of organizing the work space has become even more acute. It was solved by the efforts of students and teachers on Saturdays, special Sundays, reconstruction weeks, through self-commitments for the manufacture of furniture, electrification, etc. The state was not able to help all institutions with finances or resources. Improvements in this area took place in the second half of the 1950s. Educational institutions were able to rebuild the lost areas, manufacture or purchase furniture, equipment, reagents, textbooks, etc.
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At the moment, there are significant changes in the state policy in the field of education, which is caused by a change in the orientations of social development and is expressed in outward changes in the priorities of education, the emergence of modern, innovative educational institutions. In the Russian Federation, historically, various forms of teacher retraining have developed, which have evolved along with changes in the education system. The article analyzes the forms and methods of training pedagogical staff by the example of a single subject of the Russian Federation the Republic of Tatarstan. This period was marked by the reform of the national education system in 1958-1964. The purpose of the article is to show how the socioeconomic processes taking place in the society caused changes in the system of professional development and retraining of teachers in a separate region of Russia the Republic of Tatarstan. Keywords— teachers training in Russia; Republic of Tatarstan; p...
2014
Abstract: The aim of this article is to present the main research trends in the history of childhood, education and school institutions, published in Russia from the middle of the 1980s to the present. Recent works on these topics adopt new theories and methodologies, which entail new delimitations of disciplinary borders and new ways of defining the objects of research. First of all, the history of pedagogical thought and educational institutions is marked by the abandonment of Marxist theory and by the elaboration of a new conception called «pedagogical anthropology», enabling a thorough examination of the complexity of personality and educational practices. Secondly, scholars have recently revived Russian and Soviet School history, by investigating its different role under the Tsarist autocracy and the Soviet regime. According to new research, the Soviet reforms were conceived in order to teach citizens new values – not only to build social classes and workers for the development of the planned economy, as pointed out by Socialist historiography. Thirdly, the history of childhood has been re-written on the basis of the history of everyday life and of interdisciplinary approaches. This has made it possible to examine not only the «discovery» of childhood in Russia, but also to understand the ambiguous use of representations of childhood in Soviet propaganda under Stalin, which concealed the tragedy of homeless children and their presence in the Gulags. Finally, the history of social pedagogy contributes to the revision of the pedagogical theory of the most famous Soviet pedagogue – A.S. Makarenko (1888-1939) – in the social rehabilitation of juvenile offenders. The history of youth movements also represents a new trend aiming at analysing the continuity between the Scouts and the Communist Pioneers as well as its very important role in the political socialization and active participation in the defence of the Fatherland during WWII. Resumen: El propósito de este artículo es presentar las principales tendencias de la investigación en la historia de la infancia, de la educación y de las instituciones educativas, en las obras publicadas en Rusia a partir de mediados de los años ochenta hasta la actualidad. Los estudios más recientes sobre estos temas han adoptado diferentes teorías y metodologías que implican nuevas delimitaciones de las lindes disciplinarias para definir los objetos de investigación. En primer lugar, la historia del pensamiento pedagógico y de las instituciones educativas está marcada por el abandono de la teoría marxista y por la elaboración de un concepto llamado «antropología pedagógica» que permite un examen minucioso de la complejidad de la personalidad y de las prácticas educativas. En segundo lugar, los estudiosos han contribuido recientemente a revivir la historia de la escuela rusa y soviética y han investigado las diferentes funciones de ésta durante la autocracia zarista y el régimen soviético. Según las últimas investigaciones, las reformas soviéticas se han concebido con el fin de enseñar a los ciudadanos valores que variaban en función de la ideología – por tanto, no sólo para construir las clases sociales y formar a los trabajadores para el desarrollo de la economía planificada, como se ha señalado desde la historiografía socialista. En tercer lugar, la historia de la infancia se ha reescrito desde un enfoque interdisciplinar y basado en la historia de la vida cotidiana. Esto nos ha permitido examinar no sólo el «descubrimiento» de la infancia en Rusia, sino también comprender el uso ambiguo de las representaciones de la infancia en la propaganda soviética bajo el régimen de Stalin que ocultaba la tragedia de los niños sin hogar y su presencia en los Gulag. Por último, la historia de la pedagogía social contribuye a la revisión del concepto de educación del pedagogo soviético más famoso – A.S. Makarenko (1888-1939) – en relación con la reintegración social de los menores de edad que han cometido delitos. También la historia de los movimientos juveniles es una de las tendencias que han surgido en los últimos años y tiene como objetivo analizar la continuidad entre los Scouts y los pioneros comunistas, al igual que su importante papel en la socialización política y en la participación activa en la defensa de la patria durante la Segunda Guerra Mundial.
2002
A responses to this article has been written by Natasha Artemeva and has been published in the next edition of AE-Extra The nature of the Soviet educational system has been developing in accordance with the Soviet Union's 70-year history. During these years that the Soviet Union was controlled by the communist party, it developed an ideology centered on communist party doctrine. Also, under the leadership of different rulers the system of Soviet Education passed through many changes and reforms. Consequently, it is difficult to describe the entire history of soviet education in brief since it is such a broad topic and comprehensive from its political and ideological perspective.
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Daniela, Linda (ed.). Human, Technologies and Quality of Education, 2022. Proceedings of Scientific Papers = Cilvēks, tehnoloģijas un izglītības kvalitāte, 2022. Rakstu krājums. Riga, University of Latvia. P. 560–575. , 2022
This paper examines an ideologically idealised and a realistic discourse about rural Latvian teachers during the late 1940s and early 1950s, as represented, respectively, in the newspaper "Skolotāju Avīze" (The Teachers’ Newspaper), and in the memoirs of the former teacher and writer Andrejs Dripe. Dripe’s memoirs date back to the 1990s, when diaries written by him after WWII were published. The texts are analyzed with the discourse-historical approach, with the aim and result being the identification of discourse among and about rural teachers. The newspaper "Skolotāju Avīze" was established to create a discourse about the global excellence of Soviet teacher which, nonetheless, did include positive and negative evaluation. The basis of this judgement was the extent to which teachers did or did not include themselves in the Soviet educational system and in the processes of Sovietisation. Dripe also divided teachers into positive and negative categories in a discursive manner. His point of view, however, emerges from his and his family’s success in living and surviving in the Soviet system. The evidence suggests that discourse about teachers in such publications as "Skolotāju Avīze" and Dripe’ memoirs cannot be identified or analysed without the contextual foundations of history, in this case the Stalinist period in Latvia.
Genesis: istoricheskie issledovaniya, 2021
Schooling in Ethnographic Studies of the 1937-1953 according to the Materials of the Academic Journal Soviet Ethnography Abstract Today anthropological studies of schooling still remain a white spot in Russian ethnography. Using the method of content analysis of the journal Soviet Ethnography, this paper examines the place of general education on the map of ethnographic science during the Stalin epoch (1937-1953). This time period is characterized by one of the most serious interferences with the humanities. Through this method the author of the paper determines general conceptual structures (templates) and general repeated statements typical for the majority of articles. These statements were intended to fix the following conclusions: criticism of the pre-revolutionary education system, inadmissibility of religion in the education system, identification of the problems in the education system of foreign capitalist countries. At the same time it was necessary to illustrate the advancements of Soviet education: elimination of illiteracy, increase in the number of schools, schoolchildren and teachers, the role of schooling in cultural development of the peoples of the Soviet Union. Despite ideological restrictions, many ethnographers revealed specific problems and proposed recommendations for the education system in the country. These unique observations are the contribution of Soviet ethnographic science to cultural interpretation of schooling.