title: Emotional Community and Everyday Life of the Teachers of Magnitogorsk (1929–1941)
metadata.name: dc.contributor.author
metadata.value: Makarova, N. N.
metadata.lang: -
metadata.name: dc.date.accessioned
metadata.value: 2020-04-10T10:06:38Z
metadata.lang: -
metadata.name: dc.date.available
metadata.value: 2020-04-10T10:06:38Z
metadata.lang: -
metadata.name: dc.date.issued
metadata.value: 2020-03
metadata.lang: -
metadata.name: dc.identifier.citation
metadata.value: Makarova N. N. ‘Emotional Community and Everyday Life of the Teachers of Magnitogorsk (1929–1941)’, Modern History of Russia, vol. 10, no. 1, 2020, pp. 168–182.
metadata.lang: en_GB
metadata.name: dc.identifier.other
metadata.value: https://doi.org/10.21638/11701/spbu24.2020.111
metadata.lang: -
metadata.name: dc.identifier.uri
metadata.value: http://hdl.handle.net/11701/17313
metadata.lang: -
metadata.name: dc.description.abstract
metadata.value: Using a broad source base, including previously unpublished materials, this study examines teaching
  in Magnitogorsk in the period of accelerated industrialization as a unique emotional community with a special
  type of daily life.. The predominant historical sources are recollections of Magnitogorsk teachers, written at different
  times relative to the time of studied events. The article uses methodological tools proposed by Iu. Bessmertny,
  H. R. Iausom, J. Plamper, and W. Reddy. The social portrait of a Magnitogorsk teacher was far from ideal.
  Teachers were dominated by women under the age of 20, with minimal experience and education, but official
  discourse and memories about teachers at Magnitostroi drew on a universal reference image of a professional
  Soviet teacher. The educational community at Magnitostroi was a complex emotional microcosm in which a
  variety of emotional repertoires coexisted, and teachers themselves belonged to different emotional communities
  that demonstrated sometimes unusual emotional reactions. Features of social conditions, the overall level
  of improvement of teachers’ lives and work of teachers, defined the landscapes of everyday life and features of
  the dominant emotional regime. The last was an official state ideology, adapted to the specific sociocultural and
  individual peculiarities of city, community, and people.
metadata.lang: en_GB
metadata.name: dc.language.iso
metadata.value: ru
metadata.lang: en_GB
metadata.name: dc.publisher
metadata.value: St Petersburg State University
metadata.lang: en_GB
metadata.name: dc.relation.ispartofseries
metadata.value: Modern History of Russia;Volume 10; Issue 1
metadata.lang: -
metadata.name: dc.subject
metadata.value: history
metadata.lang: en_GB
metadata.name: dc.subject
metadata.value: everyday life
metadata.lang: en_GB
metadata.name: dc.subject
metadata.value: emotions
metadata.lang: en_GB
metadata.name: dc.subject
metadata.value: emotional community
metadata.lang: en_GB
metadata.name: dc.subject
metadata.value: emotional repertoire
metadata.lang: en_GB
metadata.name: dc.subject
metadata.value: Magnitogorsk
metadata.lang: en_GB
metadata.name: dc.title
metadata.value: Emotional Community and Everyday Life of the Teachers of Magnitogorsk (1929–1941)
metadata.lang: en_GB
metadata.name: dc.type
metadata.value: Article
metadata.lang: en_GB
resources.filename: 168-182.pdf
resources.url: https://dspace.spbu.ru/bitstream/11701/17313/1/168-182.pdf
resources.format: Adobe PDF
resources.size: 804,32 kB