Stalin's Empire of Memory

Yekelchyk, Serhy

doi:10.3138/9781442680166

Cited by 79 publications

(2 citation statements)

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“…It was their interaction with Moscow, rather than simply the centre's totalizing designs, that produced the official line on non-Russian identities and national patrimonies." 99 As this study has made clear, the centralizing aspirations emphasized in conventional histories of the Stalinist period were considerably absent in the 1920s, but the party-state still mandated the Ukrainian Soviet educational system produce a definite result: a loyal citizen prepared to participate in the new socialist economy. The Ukrainian intelligentsia (educational theorists and teachers) assumed a critical role in determining the process to reach this end.…”

Section: Tending To the "Native Word"mentioning

confidence: 96%

Tending to the “Native Word”: Teachers and the Soviet Campaign for Ukrainian-Language Schooling, 1923–1930

Pauly

2009

Natl. pap.

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In the 1920s, the Ukrainian Commissariat of Education and a circle of progressive educators aimed to radically transform the educational system in Ukraine, and, as a consequence, the skills and mentality of its graduates. To do this, they would have to teach students in a language they understood. For nearly three-quarters of the juvenile population of Ukraine, this meant instruction in Ukrainian. Although this may have sounded like a simple proposition, it was not. Throughout the pre-revolutionary period, schools had educated Ukrainian children in Russian, and teachers, regardless of their ethnicity, were trained and accustomed to teaching in it. Pre-revolutionary publications, still widely used in Soviet schools, and even the early Soviet primers were overwhelmingly written in Russian. Ukrainian national leaders had made an attempt to set up a network of Ukrainian-language schools during the country's short-lived period of independence, but their attempts were disrupted by the chaos of civil war and the fall of successive governments. It was under Soviet patronage that the “Ukrainization” of the schools reached its greatest extent; however, it was an achievement that required effort, and real qualitative change in the language of instruction was gradual.

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Section: Tending To the "Native Word"mentioning

confidence: 96%

Tending to the “Native Word”: Teachers and the Soviet Campaign for Ukrainian-Language Schooling, 1923–1930

Pauly

2009

Natl. pap.

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“…In the 1930s, Stalin's doctrine of building socialism in one country led to a state‐sponsored rehabilitation of Russian patriotism, which was redefined from earlier Communist denouncement as a reactionary ideology to representing a love of the homeland (Yekelchyk, 2016). In the name of patriotism, sacrifices could be asked from the population, for example, during World War II (Kasyanov et al, 2019; Nikonova, 2010).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Patriotism as a conduit to employee environmental engagement in a post‐Soviet economy in transition

2022

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This paper investigates the way in which first‐line managers in Belarusian chemical companies used environmental framings of the notion of homeland and linked these to Soviet‐legacy organisational practices in order to encourage members of staff to engage in proenvironmental behaviour at work. Participants presented three different framings of homeland: Rodina (the motherland), small Rodina (one's more immediate surroundings), and Katorga (“a country with forced labour”) to show how a sense of environmental responsibility could (or could not) be linked to them. Different Soviet‐legacy motivational and mobilisation techniques could be used by front‐line managers to encourage and reward proenvironmental engagement in employees who were amenable to different framings of homeland. The paper contributes to the limited literature on patriotism as a conduit to environmental virtue and engagement, and to the equally scarce literature on proenvironmental attitudes and behaviours in post‐Soviet economies in transition. Through rich, qualitative descriptions of emotionally coloured framings of homeland as constitutive of environmental responsibility, we show how notions of patriotism linked to specific organisational practices provide front‐line managers with a language and motivational techniques to address employees' environmental engagement—or lack thereof.

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Russia: 5. Soviet ( USSR )

Weeks

2016

The Encyclopedia of Empire

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The USSR was both a continuation of the Russian Empire and a radical new experiment in nation–empire relations. In principle the USSR vehemently rejected imperialism and declared itself a free union of socialist nationalities. In reality the USSR favored Russian language and culture, in particular after the 1930s, for both practical and ideological reasons. While it is not correct to claim that Soviet rule aimed at total acculturation (“cultural genocide”) of non‐Russians, it is true that the favoring of Russian as an “all‐union” “second native language” also meant that the importance of other languages took second place.

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Stalin's Empire of Memory

Cited by 79 publications

References 0 publications

Tending to the “Native Word”: Teachers and the Soviet Campaign for Ukrainian-Language Schooling, 1923–1930

Tending to the “Native Word”: Teachers and the Soviet Campaign for Ukrainian-Language Schooling, 1923–1930

Patriotism as a conduit to employee environmental engagement in a post‐Soviet economy in transition

Russia: 5. Soviet ( USSR )

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