The Social Experiences of a Countrywoman in Soviet Russia

2017 ◽  
pp. 31-44
Author(s):  
Marina Malysheva ◽  
Daniel Bertaux
2020 ◽  
Vol 29 (2) ◽  
pp. 74-82
Author(s):  
V. F. Pugach

The article considers the massification of higher education in post-Soviet Russia and shows its special aspects against the background of the studentship history in our country from 1917 to 2017. The main cause of the boom in the sphere of higher education at the turn of the century is the social and economic transformation of the society. The emergence of private universities and fee-based education in the public sector of higher education provided opportunities for broad segments of society. The unmet demand for higher education has resulted in an upsurge in the interest to higher education among the society. The similar boom and wave-like dynamics may be traced regarding postgraduate training due to long lasting deficit. The paper presents the results of comparing student body dynamics in universities, postgraduate and doctoral schools and shows the boom synchronicity at the levels of universities and postgraduate schools.


2020 ◽  
Vol 14 (1) ◽  
pp. 71-91
Author(s):  
Nina Cingerová ◽  
Irina Dulebová

AbstractThis paper focuses on the case analysis of the memorial to the victims of state terror – the Wall of Grief (Stena skorbi) – which was unveiled on the eve of the 100th anniversary of the November 7, 1917, coup d’état. Using this example, we have attempted to elaborate a structure for a more complex analysis of the memory of past regimes’ manifestation and to create a methodological base for their comparison. We have based our research on the discourse theory by the so-called Essex School, the social semiotics by Kress, and the procedures of the critical discourse analysis. The procedure that we have considered relevant consists of the following: (a) description of the social context in which the memorial was manifested as a piece of evidence; (b) semiotic analysis of the memorial artifact; (c) analysis of verbal practices, as well as written and spoken texts that “explained” the memorial; and (d) analysis of nonverbal practices, namely, rituals. On the basis of our case study, we have come to the conclusion that when carrying out a semiotic analysis and the analysis of verbal and nonverbal practices in the case of the Russian public discourse, it is especially relevant to pay attention not only to widening vs. narrowing of the chronological framework, generalization vs. concretization, and specification of the traumatic experience but also to the question of framing of the memorial. In regard to the semiotic analysis, the extent of indexicality is considered to be very important in the sense of the bodily connection with an element of the commemorated event that bestows “truthfulness” and authenticity on the memorial. We assume that particularly present-day Russia, where explicit attempts to reinterpret the history of the authoritarian communist state and attempts to instrumentalize the totalitarian period according to the vector of the current political direction may be seen, is a relevant object of this kind of research.


2012 ◽  
Vol 20 (2) ◽  
pp. 119-140
Author(s):  
Anthony Gilbert ◽  
Paul Farrand ◽  
Gloria Lankshear

2003 ◽  
Vol 22 (2) ◽  
pp. 186-202 ◽  
Author(s):  
Joanne Suomi ◽  
Douglas Collier ◽  
Lou Brown

There is a lack of research examining the social experiences of students with and without disabilities in regular physical education classes. Little is known, from the perspective of the student, about factors that affect his or her social experience while taking part in integrated physical education. This investigation examined the factors that have a positive and a negative effect on the social experiences of 12 elementary students who were thriving, struggling, or had disabilities in an integrated kindergarten and an integrated fourth-grade physical education class. This study utilized qualitative data collection methods that included observations and interviews with students and staff. Four factors were identified: (a) physical education teachers, (b) social substance of activities, (c) cultures, and (d) social skills of students. The physical education teacher factor was the only one found to have a positive influence on the social experiences of all students, whereas the other three factors differentially affected the social experiences among the 12 students.


Author(s):  
Kate Altman

As children on the autism spectrum age out of the K-12 system, many will go on to attend college. Often, they are intellectually capable and academically prepared for the college curriculum, but struggle when faced with the new social challenges posed by their new school setting and young adulthood in general. This book chapter offers information about the social experiences of college students with ASD, gleaned from a qualitative, phenomenological study using semi-structured interviews with college students on the spectrum. The results offer insights that are interesting and informative for prospective and current college students and their parents, educators at the high school and college level, and college staff working with students with ASD. Results of the study revealed some common themes, such as: the participants reported feeling socially accepted at college and have made friendships, college has had a positive impact on self-esteem; use of individual counseling and ASD support groups improve socialization.


2019 ◽  
Vol 8 (8) ◽  
pp. 234
Author(s):  
Anke Li ◽  
Chi Nguyen ◽  
Jinhee Choi

This ethnographic study examines how participation in a Christian church community shapes Chinese international undergraduate students’ social experiences in an American university. Our findings reveal that Chinese international undergraduate students identify the church and its fellowship as (1) a social support community and (2) an informal learning community, one which fills in the gap in counseling services and interpersonal activities that the university fails to offer. Recommendations are made for higher education institutions to provide stronger support for international students, regardless of their nationalities and religions.


2011 ◽  
Vol 10 (5) ◽  
pp. 710-734 ◽  
Author(s):  
Howard Davis ◽  
Howard Davis ◽  
Sergey Erofeev

Abstract How far have social theorists in Russia engaged with the international academic world since the era dominated by Soviet-style historical materialism? Mainstream theories in sociology and ‘culturology’ use new vocabulary but remain loyal to ideological interpretations of society and culture. A minority of Russian sociologists have translated, adopted and critiqued Western ideas. Works by three such authors are explored and compared. This leads to consideration of the institutional development of the social sciences in post-Soviet Russia and their relative isolation from international trends, especially in the regions. The discussion highlights the limitations of old institutional hierarchies and suggests that there is new demand for internationally-trained social scientists to analyze and interpret the post-Soviet experience in innovative ways.


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