Separate Schools: Gender, Policy, and Practice in Postwar Soviet Education
Language: English
Published by Northern Illinois University Press, DeKalb, 2010
Series: Book 3 of 100 - NIU Series in Slavic, East European, and Eurasian Studies
- First Edition
- Hardcover
- New
Seller: Works on Paper, DeKalb, IL, U.S.A.Works on Paper
AbeBooks seller since October 1, 2003
Condition: New
US$ 26.55
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Add to basketItem description from seller
A new copy of the first hard cover edition in a like (not clipped) dust-jacket. The text is wholly unmarked, pristine, and the binding and jacket are bright and fresh in appearance. A brilliant copy, originally obtained directly from the publisher.
Seller Inventory # 018282
- Title
- Separate Schools: Gender, Policy, and Practice in Postwar Soviet Education
- Author
- Ewing, E. Thomas
- Publisher
- Northern Illinois University Press, DeKalb
- Publication year
- 2010
- Condition
- New
- Dust jacket
- New
- Binding
- Hardcover
- Language
- English
- ISBN 10
- 0875804349
- ISBN 13
- 9780875804347
- Edition
- 1st Edition
- Series
- Book 3 of 100: NIU Series in Slavic, East European, and Eurasian Studies
Starting in 1943, millions of children were separated into boys' and girls' schools in cities across the Soviet Union. The government sought to reinforce gender roles in a wartime context and to strengthen discipline and order by separating boys and girls into different classrooms. The program was a failure. Discipline further deteriorated in boys' schools, and despite intentions to keep the education equal, girls' schools experienced increased perceptions of academic inferiority, particularly in the subjects of math and science. The restoration of coeducation in 1954 demonstrated the power of public opinion, even in a dictatorship, to influence school policies. In the first full-length study of the program, Ewing examines this large-scale experiment across the full cycle of deliberating, advocating, implementing, experiencing, criticizing, and finally repudiating separate schools. Looking at the encounters of pupils in classrooms, policy objectives of communist leaders, and growing opposition to separate schools among teachers and parents, Ewing provides new insights into the last decade of Stalin's dictatorship. A comparative analysis of the Soviet case with recent efforts in the United States and elsewhere raises important questions. Based on extensive research that includes the archives of Uzbekistan and Kazakhstan, Separate Schools will appeal to historians of Russia, those interested in comparative education and educational history, and specialists in gender studies.
"Synopsis" may belong to another edition of this title.
About the Author
E. Thomas Ewing is Associate Professor of History at Virginia Tech and author of The Teachers of Stalinism.
"About the title" may belong to another edition of this title.
Works on Paper
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