From delinquency to counterrevolution. Subcultures of Soviet youth and the emergence of Stalinist pedagogy in the 1930s
Bibliographic Data
| ID | 10324979 |
|---|---|
| Authors | Mark S Johnson (0000-0001-5070-7539, Colorado College, corresponding author) |
| Year | 1996 |
| Volume | 32 |
| Issue | sup1 |
| Pages | 283-303 |
| Publication date | 1996-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Paedagogica Historica (JOURNAL) |
| Journal identifiers | ISSN: 0030-9230 • E-ISSN: 1477-674X |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00309230.1996.11434869 |
| OpenAlex | W1085545261 |
| Language | EN |
| Citations received | 2 |
| References cited | 13 |
The rise of Russian progressive education in the 1910s and 1920s and its violent repudiation in the 1930s and after constitute some of the most dramatic episodes in the modern history of education. Prevailing explanations for the “failure” of Russian progressivism have emphasized either its inhererent Utopian impracticality and/or the rejection of its egalitarian and libertarian values by the increasingly conservative and repressive Stalinist regime.The thesis of this article is that an important aspect of the repudiation of Russian educational progressivism lay in the perceived “crisis” of Soviet youth subcultures that erupted in the mid-1930s. Unable or unwilling to admit that regime policies were contributing to social problems such as child abandonment and delinquency, rival factions of professional educators and their party-state patrons were forced to play out their power struggles through artificially narrow discussions of curricula and instruction. Hard-line Stalinist educators and party officials blamed the escalating “disorders”, “corruption” and “opposition” among Soviet youth on the Western petty-bourgeois idealism and lack of discipline that was said to characterize Dewey a progressive pedagogy.These attacks resulted in the emergence of a distinctive “Stalinist pedagogy” and youth policy that was intensely conservative in its curricular and instructional principles and statist, patriarchal and imperialist in its values. While the new educational practices were undeniably popular with many Soviet teachers and parents, this article concludes with an analysis of the costs and consequences of this traditionalist restoration
Abandonment (legal · Bourgeoisie · Criminology · Curriculum · Juvenile delinquency · Opposition (politics · Political science · Politics · Progressive Education · Progressivism · Sociology · Eastern European Communism and Reforms · Historical Geopolitical and Social Dynamics · Law · Soviet and Russian History
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,5 |
| Citation span | 2022 - 2022 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 2 |