The Game of Time: Reflecting Varieties of Soviet in Post-Soviet Nation-building via Textbooks’ Comparisons
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This document discusses a comparative study of history textbooks from post-Soviet countries like Belarus, Russia, Ukraine, Chechnya and Tatarstan. The study uses a mixed methods approach including game theory and narrative analysis. It models the strategic choices authors face in these systems and how stories are told. Results show diversified and sometimes conspiratorial interpretations of recent history. Mikhail Gorbachev is portrayed differently across cases, sometimes as a symbol rather than person. The analysis aims to reveal official history schemes and nation-building processes through textbook comparisons.
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English 205:
Masterworks of English Literature
HANDOUTS
Critical Approaches to Literature
Plain text version of this document.
Described below are nine common critical approaches to the literature. Quotations are from X.J. Kennedy and Dana Gioia’s Literature: An Introduction to Fiction, Poetry, and Drama, Sixth Edition (New York: HarperCollins, 1995), pages 1790-1818.
· Formalist Criticism: This approach regards literature as “a unique form of human knowledge that needs to be examined on its own terms.” All the elements necessary for understanding the work are contained within the work itself. Of particular interest to the formalist critic are the elements of form—style, structure, tone, imagery, etc.—that are found within the text. A primary goal for formalist critics is to determine how such elements work together with the text’s content to shape its effects upon readers.
· Biographical Criticism: This approach “begins with the simple but central insight that literature is written by actual people and that understanding an author’s life can help readers more thoroughly comprehend the work.” Hence, it often affords a practical method by which readers can better understand a text. However, a biographical critic must be careful not to take the biographical facts of a writer’s life too far in criticizing the works of that writer: the biographical critic “focuses on explicating the literary work by using the insight provided by knowledge of the author’s life.... [B]iographical data should amplify the meaning of the text, not drown it out with irrelevant material.”
· Historical Criticism: This approach “seeks to understand a literary work by investigating the social, cultural, and intellectual context that produced it—a context that necessarily includes the artist’s biography and milieu.” A key goal for historical critics is to understand the effect of a literary work upon its original readers.
· Gender Criticism: This approach “examines how sexual identity influences the creation and reception of literary works.” Originally an offshoot of feminist movements, gender criticism today includes a number of approaches, including the so-called “masculinist” approach recently advocated by poet Robert Bly. The bulk of gender criticism, however, is feminist and takes as a central precept that the patriarchal attitudes that have dominated western thought have resulted, consciously or unconsciously, in literature “full of unexamined ‘male-produced’ assumptions.” Feminist criticism attempts to correct this imbalance by analyzing and combatting such attitudes—by questioning, for example, why none of the characters in Shakespeare’s play Othello ever challenge the right of a husband to murder a wife accused of adultery. Other goals of feminist critics include “analyzing how sexual identity influences the reader of a text” and “examin[ing] how the images of men and women in imaginative literature reflect or reject the social forces that have historically kept th ...
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Assignment InstructionsWrite a 500-750 word essay on one of the fo.docx
Assignment Instructions
Write a 500-750 word essay on one of the following topics. The word count does not include formatting or the works cited page.
Write a critical analysis of one of the works from weeks 1 or 2. An overview of approaches can be found
here
, but many are quite straightforward. Psychological, gender, sociological, biographical, and historical are all approaches that many use naturally in viewing a work. However, if your interest lies elsewhere, feel free to choose another approach.
Compare and contrast two of the stories from weeks 1 and 2. Be sure that you have isolated a strong and debatable thesis on which to build the essay. Simply pointing out the differences is not analysis. Toward that end, you may want to focus on a specific element of the stories.
If there's an aspect of the stories from these two weeks that particularly interests you, you may choose your own topic, but you must run it by me first to be sure it is headed in an analytical direction.
Your essay should be formatted in
MLA style
, including double spacing throughout. All sources should be properly cited both in the text and on a works cited page. As with most academic writing, this essay should be written in third person. Please avoid both first person (I, we, our, etc.) and second person (you, your).
In the upper left-hand corner of the paper, place your name, the professor’s name, the course name, and the due date for the assignment on consecutive lines. Double space your information from your name onward, and don't forget a title. All papers should be in Times New Roman font with 12-point type with one-inch margins all the way around your paper. All paragraph indentations should be indented five spaces (use the tab key) from the left margin. All work is to be left justified. When quoting lines in literature, please research the proper way to cite short stories, plays, or poems.
You should use the online APUS library to look for scholarly sources. Be careful that you don’t create a "cut and paste" paper of information from your various sources. Your ideas are to be new and freshly constructed. Also, take great care not to plagiarize.
Whatever topic you choose you will need a debatable thesis. A
thesis
is not a fact, a quote, or a question. It is your position on the topic. The reader already knows the story; you are to offer him a new perspective based on your observations.
Since the reader is familiar with the story, summary is unnecessary. Rather than tell him what happened, tell him what specific portions of the story support your thesis.
Formalist Criticism:
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form
—style, structure, tone, imagery, etc.—that are found within the text. A primary goal for formalist critic ...
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Discuss what forces Sundiata and the Hero Twins Hunahpu and.docx
Sundiata and the Hero Twins Hunahpu and Xbalanque from Popol Vuh both face heroic quests that test their character. Sundiata must overcome obstacles to fulfill his historical destiny of uniting the Mandinka people, while the Hero Twins undertake a more mythic quest to defeat the Lords of Xibalba and restore the balance between the divine and human realms in Mayan culture. Both texts showcase heroes that embody the important cultural values of their societies and provide insights into how those societies viewed interactions between sacred and secular powers.
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Take the quiz to discover what poem you have been assigned to discuss this week;
"On Being Brought From Africa to America" By: Phillis Wheatley
2.Look through the critical approaches in the Week 4 lesson, and CHOOSE 2 that you think could be used to analyze the poem you chose.
Literary Critical Theory:
Interpretive Strategies
1. Historicism considers the literary work in light of "what really happened" during the period reflected in that work. It insists that to understand a piece, we need to understand the author's biography and social background, ideas circulating at the time, and the cultural milieu. Historicism also "finds significance in the ways a particular work resembles or differs from other works of its period and/or genre," and therefore may involve source studies. It may also include examination of philology and linguistics. It is typically a discipline involving impressively extensive research.
2. New Criticism examines the relationships between a text's ideas and its form, "the connection between what a text says and the way it's said." New Critics/Formalists "may find tension, irony, or paradox in this relation, but they usually resolve it into unity and coherence of meaning." New Critics look for patterns of sound, imagery, narrative structure, point of view, and other techniques discernible on close reading of "the work itself." They insist that the meaning of a text should not be confused with the author's intentions nor the text's affective dimension--its effects on the reader. The objective determination as to "how a piece works" can be found through close focus and analysis, rather than through extraneous and erudite special knowledge.
3. Archetypal criticism "traces cultural and psychological 'myths' that shape the meaning of texts." It argues that "certain literary archetypes determine the structure and function of individual literary works," and therefore that literature imitates not the world but rather the "total dream of humankind." Archetypes (recurring images or symbols, patterns, universal experiences) may include motifs such as the quest or the heavenly ascent, symbols such as the apple or snake, or images such as crucifixion--all laden with meaning already when employed in a particular work.
4. Psychoanalytic criticism adopts the methods of "reading" employed by Freud and later theorists to interpret what a text really indicates. It argues that "unresolved and sometimes unconscious ambivalences in the author's own life may lead to a disunified literary work," and that the literary work is a manifestation of the author's own neuroses. Psychoanalytic critics focus on apparent dilemmas and conflicts in a work and "attempt to read an author's own family life and traumas into the actions of their characters," realizing that the psychological material will be expressed indirectly, encoded (similar to dreams) through principles such as "condensation," "displacement," and "symbolism."
5. Femini.
Autobiographical Narrative
This document summarizes a conference paper that explores identity construction processes in autobiographical narratives in relation to gender and race. It proposes a model to analyze how narrators use tense shifts between past narration and present reflection to construct and evaluate their evolving identity on individual, relational, and collective levels. The model is applied to analyses two autobiographical speeches - one by a former female slave and one by a Lebanese author - to examine how social constructs like gender and race are enacted through language in narratives.
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This paper analyzes feminist perspectives in Arundhati Roy's novel "The God of Small Things" through comparing it with postcolonial feminist theories. It explores gender roles, power dynamics, and struggles faced by women in the patriarchal society depicted in the novel. The analysis draws on scholarly literature and critically examines characters, narrative techniques, and how they contribute to feminist discourse. The paper aims to provide profound insights into the intricate layers of feminist thought in the novel by probing dimensions of gender, power and societal resistance.
New_Historicism_ background_ criticism_pptx.pptx
Study the literary work’s “point of origin” via biography and bibliography
Consider the expressed intentions of the author
Learn the history of the work’s reception
Evaluate the aims and limitations of the text
II New Historicism
This document provides an overview of New Historicism and the work of Hayden White. It discusses key ideas of New Historicism, such as reading texts in their historical context and acknowledging the role of power and ideology. It outlines White's argument that history involves narrative structures and literary devices like plots and tropes. White identified four potential plot structures (tragic, comic, romantic, ironic) that correspond to four master tropes (metaphor, metonymy, synechdoque, irony). The document examines White's view that historians construct narratives and meanings from raw data through emplotment, rather than objectively representing reality.
Contemporary Literary Theory _ Study Material
I hope, it is quite helpful for the beginner to understand the concept of contemporary Literary theory. Students can take the help to study and understand the basics of contemporary literary theory. It includes concise concepts, tenets and components to make the strategic study for competitive examination at one specific study material.
Elements of Dystopian Science Fiction in David Mitchell's Cloud Atlas: Gener...
Elements of Dystopian Science Fiction in David Mitchell's Cloud Atlas: Gener...English Literature and Language Review ELLR
The present research aims to study Mitchell (2004) Cloud Atlas from a narratological point of view for its generic hybridity which makes it a significant work of postmodern literature. David Stephen Mitchell (1969) is one of Britain’s foremost contemporary writers who won prominent literary prizes including 2004 and 2002 Man Booker Prize for Fiction. This research analyzes the novel’s narrative style and particular conventions which lead to a certain genre to investigate the implications and their relation to reality. It tries to unsettle the following questions: Are there any significant elements of dystopian science fiction in the novel? If yes, what are the political, philosophical, and moral implications of such categorization? To answer the questions narratological approach particularly genre criticism is applied to the novel. After the "Introduction", in the "Discussion" section, key words are introduced and defined; the elements of dystopian science fiction are searched for in the novel; and the implications of those elements will be discussed. In the "Conclusions" the genre and its ontological significance will be touched upon. This article shows that Cloud Atlas is a science fiction as it depicts a future advanced in technology, economy, health, transportation, and communication. Also the dystopian attitude is dominant because the pictured world has failed to consider societal and ethical issues and for its capitalism, genetic manipulation, and ignorance of and towards human and humanity. The ontology of the story has its own kind of reality whose characteristics can be generalized to the real world out of the novel. The issues fictionalized in the novel have roots in the present time problems of the world. It is concluded that the novel tries to warn people and the ontological solutions given to these problems are considered to be useful in the reality. Mitchell’s dystopian world in "An Orison of Sonmi-451" is not the hopeless end of everything. He thinks that there is a chance to save the world by reading about other societies and creating a balance between nature and science. English 205Masterworks of English LiteratureHANDOUTSCritica.docx
English 205:
Masterworks of English Literature
HANDOUTS
Critical Approaches to Literature
Plain text version of this document.
Described below are nine common critical approaches to the literature. Quotations are from X.J. Kennedy and Dana Gioia’s Literature: An Introduction to Fiction, Poetry, and Drama, Sixth Edition (New York: HarperCollins, 1995), pages 1790-1818.
· Formalist Criticism: This approach regards literature as “a unique form of human knowledge that needs to be examined on its own terms.” All the elements necessary for understanding the work are contained within the work itself. Of particular interest to the formalist critic are the elements of form—style, structure, tone, imagery, etc.—that are found within the text. A primary goal for formalist critics is to determine how such elements work together with the text’s content to shape its effects upon readers.
· Biographical Criticism: This approach “begins with the simple but central insight that literature is written by actual people and that understanding an author’s life can help readers more thoroughly comprehend the work.” Hence, it often affords a practical method by which readers can better understand a text. However, a biographical critic must be careful not to take the biographical facts of a writer’s life too far in criticizing the works of that writer: the biographical critic “focuses on explicating the literary work by using the insight provided by knowledge of the author’s life.... [B]iographical data should amplify the meaning of the text, not drown it out with irrelevant material.”
· Historical Criticism: This approach “seeks to understand a literary work by investigating the social, cultural, and intellectual context that produced it—a context that necessarily includes the artist’s biography and milieu.” A key goal for historical critics is to understand the effect of a literary work upon its original readers.
· Gender Criticism: This approach “examines how sexual identity influences the creation and reception of literary works.” Originally an offshoot of feminist movements, gender criticism today includes a number of approaches, including the so-called “masculinist” approach recently advocated by poet Robert Bly. The bulk of gender criticism, however, is feminist and takes as a central precept that the patriarchal attitudes that have dominated western thought have resulted, consciously or unconsciously, in literature “full of unexamined ‘male-produced’ assumptions.” Feminist criticism attempts to correct this imbalance by analyzing and combatting such attitudes—by questioning, for example, why none of the characters in Shakespeare’s play Othello ever challenge the right of a husband to murder a wife accused of adultery. Other goals of feminist critics include “analyzing how sexual identity influences the reader of a text” and “examin[ing] how the images of men and women in imaginative literature reflect or reject the social forces that have historically kept th ...
Critical lenses final posters_claxton
The document outlines several literary criticism approaches: Feminist criticism examines gender relations and patriarchy. Marxist criticism views literature through class struggles. New Criticism analyzes language and form separate from history. Moral criticism evaluates a work's moral message. Psychoanalytic criticism investigates psychology and consciousness. New Historicism places a work in its historical context. Reader response focuses on the reader's experience rather than authorial intent. Colonialism criticism addresses power dynamics between colonizers and colonized peoples.
New Historicism
This document provides an overview of New Historicism. It defines New Historicism as a method that reads literary and non-literary texts from the same time period in parallel to understand how events were interpreted and what those interpretations reveal about the interpreters. Key figures in New Historicism mentioned are Stephen Greenblatt, J.W. Lever, Jonathan Dollimore, and H.Aram Veeser. The document also discusses how New Historicism analyzes works like Shakespeare's Merchant of Venice in their original historical context.
Assignment InstructionsWrite a 500-750 word essay on one of the fo.docx
Assignment Instructions
Write a 500-750 word essay on one of the following topics. The word count does not include formatting or the works cited page.
Write a critical analysis of one of the works from weeks 1 or 2. An overview of approaches can be found
here
, but many are quite straightforward. Psychological, gender, sociological, biographical, and historical are all approaches that many use naturally in viewing a work. However, if your interest lies elsewhere, feel free to choose another approach.
Compare and contrast two of the stories from weeks 1 and 2. Be sure that you have isolated a strong and debatable thesis on which to build the essay. Simply pointing out the differences is not analysis. Toward that end, you may want to focus on a specific element of the stories.
If there's an aspect of the stories from these two weeks that particularly interests you, you may choose your own topic, but you must run it by me first to be sure it is headed in an analytical direction.
Your essay should be formatted in
MLA style
, including double spacing throughout. All sources should be properly cited both in the text and on a works cited page. As with most academic writing, this essay should be written in third person. Please avoid both first person (I, we, our, etc.) and second person (you, your).
In the upper left-hand corner of the paper, place your name, the professor’s name, the course name, and the due date for the assignment on consecutive lines. Double space your information from your name onward, and don't forget a title. All papers should be in Times New Roman font with 12-point type with one-inch margins all the way around your paper. All paragraph indentations should be indented five spaces (use the tab key) from the left margin. All work is to be left justified. When quoting lines in literature, please research the proper way to cite short stories, plays, or poems.
You should use the online APUS library to look for scholarly sources. Be careful that you don’t create a "cut and paste" paper of information from your various sources. Your ideas are to be new and freshly constructed. Also, take great care not to plagiarize.
Whatever topic you choose you will need a debatable thesis. A
thesis
is not a fact, a quote, or a question. It is your position on the topic. The reader already knows the story; you are to offer him a new perspective based on your observations.
Since the reader is familiar with the story, summary is unnecessary. Rather than tell him what happened, tell him what specific portions of the story support your thesis.
Formalist Criticism:
This approach regards literature as “a unique form of human knowledge that needs to be examined on its own terms.” All the elements necessary for understanding the work are contained within the work itself. Of particular interest to the formalist critic are the elements of
form
—style, structure, tone, imagery, etc.—that are found within the text. A primary goal for formalist critic ...
Saoni banerjee joint experience in crisis~a self discovery
This autoethnography examines the author's experience of a bus bomb explosion in a nearby city while studying abroad as a cultural outsider. The author uses two personal data sources: 1) A reflective drawing of shared human expressions of those affected and 2) An email describing the event in which the use of pronouns shifts from "I/they" to "us/we", showing a repositioning of belonging. Phenomenological and selective coding were used to analyze the sources. The crisis experience overshadowed the author's outsider identity and fostered a collective feeling of belonging within the cultural group. Personal works are less governed by power dynamics than written texts and thus more directly expressive of feelings.
Unit 9, ENGLISH IV CODE NO 6471
This document provides an overview of modern trends in literature, outlining various literary theories and approaches that have developed over time. It discusses traditional literary theory and how formalism and new criticism challenged this approach. It then explains key concepts from structuralism, post-structuralism, deconstructionism, Marxism, psychoanalysis, feminism and other contemporary approaches. The role of the reader in interpreting texts is also addressed.
To Kill A Mockingbird Racism Essay. Washington Adventist University
The document provides guidance on writing an essay about racism in the novel "To Kill a Mockingbird". It notes that thoroughly analyzing the text and understanding the social issues it addresses is crucial. The essay must also discuss the historical context of racial discrimination in 1930s Southern US and incorporate different critical perspectives. Finally, the document states that approaching racism requires sensitivity and balancing empathy with critical analysis.
Literary Theory: Crash Course
Browse these common theories. When considered singularly and collectively, they're useful approaches to great works of literature for interpreting and finding meaning.
Discuss what forces Sundiata and the Hero Twins Hunahpu and.docx
Sundiata and the Hero Twins Hunahpu and Xbalanque from Popol Vuh both face heroic quests that help define their respective cultures. Sundiata overcomes obstacles to fulfill his historical destiny of uniting the Mandinka people, establishing his values of leadership. The Hero Twins undertake a more mythic quest in Popol Vuh, defeating the Lords of Xibalba through intelligence and skill, representing the importance of wisdom and ability for the Maya. Both texts provide insights into the cultures they represent by depicting the trials their heroes must overcome and the cultural values they embody through their actions.
Discuss what forces Sundiata and the Hero Twins Hunahpu and.docx
Sundiata and the Hero Twins Hunahpu and Xbalanque from Popol Vuh both face heroic quests that test their character. Sundiata must overcome obstacles to fulfill his historical destiny of uniting the Mandinka people, while the Hero Twins undertake a more mythic quest to defeat the Lords of Xibalba and restore the balance between the divine and human realms in Mayan culture. Both texts showcase heroes that embody the important cultural values of their societies and provide insights into how those societies viewed interactions between sacred and secular powers.
Take the quiz to discover what poem you have been assigned to discus.docx
Take the quiz to discover what poem you have been assigned to discuss this week;
"On Being Brought From Africa to America" By: Phillis Wheatley
2.Look through the critical approaches in the Week 4 lesson, and CHOOSE 2 that you think could be used to analyze the poem you chose.
Literary Critical Theory:
Interpretive Strategies
1. Historicism considers the literary work in light of "what really happened" during the period reflected in that work. It insists that to understand a piece, we need to understand the author's biography and social background, ideas circulating at the time, and the cultural milieu. Historicism also "finds significance in the ways a particular work resembles or differs from other works of its period and/or genre," and therefore may involve source studies. It may also include examination of philology and linguistics. It is typically a discipline involving impressively extensive research.
2. New Criticism examines the relationships between a text's ideas and its form, "the connection between what a text says and the way it's said." New Critics/Formalists "may find tension, irony, or paradox in this relation, but they usually resolve it into unity and coherence of meaning." New Critics look for patterns of sound, imagery, narrative structure, point of view, and other techniques discernible on close reading of "the work itself." They insist that the meaning of a text should not be confused with the author's intentions nor the text's affective dimension--its effects on the reader. The objective determination as to "how a piece works" can be found through close focus and analysis, rather than through extraneous and erudite special knowledge.
3. Archetypal criticism "traces cultural and psychological 'myths' that shape the meaning of texts." It argues that "certain literary archetypes determine the structure and function of individual literary works," and therefore that literature imitates not the world but rather the "total dream of humankind." Archetypes (recurring images or symbols, patterns, universal experiences) may include motifs such as the quest or the heavenly ascent, symbols such as the apple or snake, or images such as crucifixion--all laden with meaning already when employed in a particular work.
4. Psychoanalytic criticism adopts the methods of "reading" employed by Freud and later theorists to interpret what a text really indicates. It argues that "unresolved and sometimes unconscious ambivalences in the author's own life may lead to a disunified literary work," and that the literary work is a manifestation of the author's own neuroses. Psychoanalytic critics focus on apparent dilemmas and conflicts in a work and "attempt to read an author's own family life and traumas into the actions of their characters," realizing that the psychological material will be expressed indirectly, encoded (similar to dreams) through principles such as "condensation," "displacement," and "symbolism."
5. Femini.
Autobiographical Narrative
This document summarizes a conference paper that explores identity construction processes in autobiographical narratives in relation to gender and race. It proposes a model to analyze how narrators use tense shifts between past narration and present reflection to construct and evaluate their evolving identity on individual, relational, and collective levels. The model is applied to analyses two autobiographical speeches - one by a former female slave and one by a Lebanese author - to examine how social constructs like gender and race are enacted through language in narratives.
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The Game of Time: Reflecting Varieties of Soviet in Post-Soviet Nation-building via Textbooks’ Comparisons
- 1. THE GAME OF TIME: REFLECTING VARIETIES OF SOVIET IN POST- SOVIET NATION-BUILDING VIA TEXTBOOKS’ COMPARISONS Marharyta Fabrykant Alla Marchenko Nataliya Tregubova 41st World Congress International Institute of Sociology Uppsala, June 9-10, 2013
- 2. Outline 1. Methodological issues: a version of mixed methods design in history textbooks . 2. Comparative research design: selection and ‘Reconstruction’ of Cases 3. A research outcome: M.Gorbachev as protagonist of textbook discourse(s) of perestroika
- 3. Mixed Methods Design in Textbook Research Game theory: quantitative modeling of authors’ strategic choices + Narrative analysis: qualitative modeling of the mode of storytelling = relating story to history
- 4. The Trick-or-Treat Game: Post-Soviet Historian vs. the System Rule 1: There is no neutral outcome for a historian. Reason: Little consensus on recent history. Rule 2: Trick - punishment for an undesirable story - is unpredictable. Reason: The system is in flux/”transition”. Rule 3: Treat - award for the desirable story – is crucial for a historian. Reason: lack of alternative sources of income. Rule 4: All outcomes for the system are neutral, unless a critical number of historians cooperate. Reason: the target audience of textbooks does not play this game.
- 5. Modeling the Trick-or-treat Game Historian Attempting a desirable story Diversificat ion of storylines Trying to enter the system System Punish ment Loss of face & sanctions / --- Second chance / --- Entering another system / --- Award Path- dependence & privileges / --- Permit to continue working / --- Dictating the rules / ---
- 6. Resulting Textbooks Narrative Complex and multilinear (diversification). Different interpretations of the same events, both on purpose and unintended. Actors portrayed as strategic game players competing with each other and the initial conditions, hence belief in rationality results in conspirology, as the main mode of narration.
- 7. Comparative Research Design: Qualitative vs Quantitative Strategy Qualitative (case- oriented) strategy Quantitative (variable-oriented) strategy Problematization Preliminary selection of cases Case studies / definition of criteria for comparison / 'reconstruction' of cases Conclusions Formulation of research question Theory Hypothesis (variables as criteria for comparison) Hypothesis’ test for cases compared Conclusions Sampling
- 8. Comparative Research Design: Qualitative Strategy Initial problematization: How is the perestroika period represented in post-Soviet textbooks? Ultimate research question: How is the problem of nation-building after the SU collapse being solved through textbooks’ representations of perestroika period in post-Soviet space?
- 9. Comparative Research Design: Qualitative Strategy Preliminary cases: Belarus, Russia, Ukraine as the most similar cases (due to socio-historical context): Resulting cases: Belarus, Russia, Ukraine (states) + Chechnya and Tatarstan (Russian regions) with pretty different representations of perestroika
- 10. Conclusions: A Textbook Case? Preliminary generalizations: ? Case USSR Russia / RSFSR The discursive logic is embedded in answers to the primary questions: What is the status of the case “whose” history is narrated? What are the relations between the case, USSR and Russia/ RSFSR? ?? ?
- 11. Conclusions: A Textbook Case? Limits and limitations: The focus on case studies did not allow to reveal the typical case of post-Soviet nation-building Prospectives: These results demand new comparisons with a new principle of case selection (not the most similar but the most different) to look for patterns in the seeming diversity
- 12. Gorbachev as a protagonist of perestroika: mean score of personalities’ mentioning
- 13. Gorbachev and Game Theory Separate plays of Gorbachev’s appearance, activities and disappearance with perestroika final. Reconstructed rather as a symbol than a person. Shown as a front of mostly anonymous “team”, closely connected to external meanings (e.g. reconstructed meanings of the USSR decline). Ambivalent comparisons (e.g. to old system, democratic forces, Yeltsin, Kerensky)
- 14. Mikhail Gorbachev vs general depersonalization control vs uncontrol over situation deeds within the USSR vs external activities regressive vs progressive self-oriented vs others-oriented collective vs individual actor
- 15. “Various cases – different faces” Ukraine’s meanings: victim of the system, most sacralized, though populist Belarus’ meanings: overall tragicomism, “transitive” actor Russia’s meanings: as embodiment of the USSR - in most part of Russia, formal figure - in Tatarstan and Chechnya.
- 16. Prospectives for historical textbook analysis in Sociology Suitable for comparative research aimed to reveal the official schemes of History for study of nation-building processes. Demanding researcher being embedded in social context of textbook creation, reproduction and distribution as well as in historical context. Relevant for trying different versions of content analysis and discourse analysis to deconstruct the ideological engagement of narration.
- 17. Thank you for your attention!
Editor's Notes
- Quantity of mentioning (Ukraine, Belarus, Russia)
- , compliant to meanings transformation (close to C.Schmitt’s concept of “enemy-friend”).
- Concentrating upon each issue – though, fifferently shown or not shown at all depending on perestroika stage reconstruction Picture showing the absence of Gorbachev’s external vision as a “dove of peace” with the Nobel prize winning
- Symbolic meaning of Gorbachev in three cases, each exploits it along with the discourses found in the textbooks of three countries. Only a few mentioning of external context in Ukraine (role of disarmament). Absence of external context - where is the Noble prize in the textbooks?
- Non-Western material