What changes did the content, structure, and production of Russian primers published in the Soviet Union undergo between 1941 and 1948—that is, during the Second World War and its aftermath? This article answers this question by analyzing language, content, iconography, and the printing process. The first section addresses key characteristics of primers printed between 1941 and 1944, while the second section focuses on the content of postwar primers printed between 1945 and 1948. The final section addresses challenges facing the textbook approval and circulation process experienced by the State Pedagogical Publishing House of the Russian Soviet Federal Socialist Republic (RSFSR) from 1945 to 1948.
The War after the Victory
Vitaly Bezrogov and Dorena Caroli
Reading Primers and Political Change in European Countries around 1945
Wendelin Sroka and Simona Szakács-Behling
This introduction addresses the origins, general assumptions and intentions of the special issue. The guest editors show how reading primers published and used around the end of the Second World War in several European countries may serve as an object of study in different disciplinary contexts. They present a broad working definition of the reading primer as an educational medium that lends itself to interdisciplinary research which takes into account aspects such as visual and textual content, materiality, and societal contexts of production, distribution and usage. The editors further highlight characteristics of current research into primers and argue in favor of more comparative approaches that reveal transnational dimensions of textbooks designed to teach children how to read and write.
The ban on almost all previously approved textbooks in occupied Germany in 1945 brought about a turning point in the history of reading primers in this country. This article examines the requirements that textbooks had to fulfill in order to be approved by the authorities of the various occupation zones. In spite of differing sociopolitical and pedagogical attitudes and conditions, reading primersin all occupied zones shared the theme of children’s play and harmonious everyday life. However, a comparative analysis of the primers reveals significant differences that cannot be explained exclusively as a consequence of influence exerted by occupying powers. Rather, these differences resulted from the context in which each primer appeared.
A 1945 Primer from Socialist Macedonia
This article examines the textual and visual content of the first postwar primer in socialist Yugoslav Macedonia in order to understand the messages that it contains relating to techniques of militarization. After outlining the historical context in which this primer was developed, with reference to teachers’ memories and archival sources, the article analyzes the role of teaching materials in connection with the experience of the Second World War and the politics of the new communist state. This content analysis identifies six militaristic messages and values communicated to the pupils, who are addressed as future soldiers.
Marian Falski’s Elementarz
Marian Falski’s “Reading Primer” (Elementarz) was the first textbook to be published in Warsaw in 1945 by the newly established State School Publishing House (Państwowe Zakłady Wydawnictw Szkolnych). It was officially approved by the Ministry of Education and by the Censorship Office, but nevertheless had an interim character, unlike other editions published before, during and after the war, both in Poland and abroad. The core of the book was reprinted from the prewar edition. However, in his depictions of war trauma and postwar circumstances the author was apparently trying to comply with the propaganda model developed during the Stalinist period. These findings are empirically grounded in a content analysis of the primers following archival research conducted in the files of the Ministry of Education and the Censorship Office, both of which are housed in the Modern Records Archive (Archiwum Akt Nowych) in Warsaw.
Laurel Hart, Pamela Lamb and Joshua Cader
Effectively engaging with technologies of nonviolence for girls and young women requires attention to systemic, symbolic, and everyday forms of violence online and offline, as well as to how power is broadly manifest. We draw from three different interdisciplinary perspectives and critical reflections to consider networked technologies and online communities in relation to nonviolence. We explore mentorship and subversive education through Neal Stephenson’s 1995 novel, The Diamond Age: Or, A Young Lady’s Illustrated Primer, identity politics on Facebook in a reflective study of digital citizenship for queer girl visibility, and online grassroots community solutions in considering the social potential of online forums and solutions for online harassment. Our varied perspectives encounter contradictions, such as the need for access to and protection from diverse online communities, as a necessary consideration for developing policy and creating networked and community-based technologies of nonviolence. We conclude with five recommendations in a call to action.
Two Greek Reading Textbooks from 1944
In contrast to the countries of Western Europe, the end of the Second World War did not bring political restoration, economic recovery, or the emergence of a new social order to Greece. Subscribing to the view that the material form of books and their typography convey meaning, this article presents a comparative study of the design and production of a reading primer and a third-year reading textbook, both of which were published in a climate of political and social disorder. Drawing on surviving copies of the books, educational laws, teachers’ recollections, and archival material, this article examines the ways in which the sociopolitical environment and technological conditions of a publication affect the ways in which texts are shaped into book form.
Reading Primers Before, During and After the Second World War
Simona Szakács-Behling and Mihai Stelian Rusu
Drawing on a sample of children’s reading primers published between 1938 and 1953 in Romania, this article explores ways in which both the monarchic and the communist regimes used primary education to fashion political subjects before, during, and after the Second World War. Theoretically grounded in a sociological approach and empirically grounded in textual and visual thematic content analysis, the findings reveal significant semantic shifts in understandings of the “nation” in relation to internal and external anchors, including religion, monarchy, and work, but they also indicate important continuities relating to an ethos of political submission (toward God and king, or the party and the Soviet Union) and patriotic solidarity (with the Romanian Orthodox nation or the workers’ proletarian nation).
En Route with the 1849 British Admiralty's Manual of Scientific Enquiry
Erika Behrisch Elce
Upon its publication in 1849, the British Admiralty's Manual of Scientific Enquiry: Prepared for the Use of Her Majesty's Navy and Adapted for Travellers in General appeared to represent a radical departure from the increasingly professionalized scientific societies. It invited travelers interested in scientific observation not only to practice the Admiralty's own methods for collecting scientific data, but also to send their results to Whitehall, contributing directly to the wealth of knowledge that represented Britons at the edges of the empire. Looking at the Manual within the context of its publication and marketing, this article examines how the Admiralty's popular guidebook legitimized its position as a popular scientific primer, and also how the Admiralty's reactions to the materials it received showed popular science as a site of cultural contention between institution and individual, ownership of and access to knowledge.
Entre el pasado y el futuro
Hugo Fazio Vengoa
*Full article is in Spanish
English abstract: The article begins by analyzing the structural and contextual factors as well as the problematic asymmetries that have paralyzed integration efforts in Latin America at the beginning of this new century. Subsequently, the author proposes a model of social, ethical, and culturally inclusive integration in a cosmopolitan spirit.
Spanish abstract: El artículo analiza en un primer momento los factores estructurales coyunturales y las problemáticas asimetrías que han conducido a la parálisis de los esfuerzos integradores en América Latina en los inicios del nuevo siglo. En un segundo momento se propone un esquema de integración social, ética y culturalmente incluyente dentro de un espíritu cosmopolita.
French abstract: Cet article commence par analyser les facteurs structurels et contextuels ainsi que les asymétries problématiques qui ont paralysé les efforts d'intégration en Amérique Latine au début de ce nouveau siècle. Ensuite, l'auteur propose un modèle d'intégration sociale, éthique et culturellement inclusif, basé sur une logique cosmopolite.