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Remembering the Socialist Past: Narratives of East German and Soviet Childhood in German and Russian Fiction and Autobiography Since 1990/1

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Remembering the Socialist Past: Narratives of East German and Soviet Childhood in German and Russian Fiction and Autobiography Since 1990/1 Remembering the Socialist Past: Narratives of East German and Soviet Childhood in German and Russian Fiction and Autobiography since 1990/1 Submitted by Rebecca Louise Knight to the University of Exeter as a thesis for the degree of Doctor of Philosophy in Russian in September 2012 This thesis is available for Library use on the understanding that it is copyright material and that no quotation from the thesis may be published without proper acknowledgement. I certify that all material in this thesis which is not my own work has been identified and that no material has previously been submitted and approved for the award of a degree by this or any other University. Signature ……………………………………………………………………………… 1 2 Abstract This study compares German memory of life in the German Democratic Republic with Russian memory of life in the Soviet Union, as represented and created within fictional and autobiographical narratives of childhood, published since the collapse of each regime. The chosen texts are, to varying degrees, fictionalized and/or autobiographical. A comparison between German and Russian narratives is particularly interesting because the socialist past is remembered very differently in each country’s public discourse and culture. An examination of narratives about childhood allows for a complex relationship between the post-socialist present and the socialist past to emerge. I study the texts and their reception, in conjunction with an analysis of the dominant ways of remembering the socialist past circulating within German and Russian society and culture. This allows the analysis to go beyond a straightforward comparison between the representations of the socialist past in the two groups of texts, to also explore how those representations are interpreted and received. It also demonstrates how the surrounding memory cultures appear to be producing quite different approaches to representing memories of broadly similar socialist childhood experiences. Chapter 1 explores the role of literary texts in revealing and shaping both individual and collective memory with a review of relevant research in the field of memory studies. Chapter 2 draws on existing scholarship on post-socialist memory in German and Russian society and culture in order to identify dominant trends in the way the socialist past has been remembered and represented in the two countries since 1990/1. The analysis in Chapters 3 and 4 reveals a more detailed picture of the complexities and ambiguities inherent in looking back at childhood under socialist rule through the example of the chosen texts, and in the ways they are received by critics and by readers (in reviews posted online). I demonstrate that, in line with the surrounding memory cultures, questions of how the socialist past should be remembered are a more central concern in the German texts and their reception than in the Russian texts and reception. I show, however, that the nature of the Soviet past is often portrayed indirectly in the Russian texts and I explore how critics and readers respond to these portrayals. Note on Transliteration and Translation: The Library of Congress system without diacritics is used for the transliteration of Cyrillic. Unless otherwise stated, translations are my own and references are made to the original source. Quotations from the primary texts in the original language can be found in the Appendix. Quotations from secondary material are given in translation only. 3 Acknowledgements I am very grateful to all those who have supported me in the writing of this thesis. Particular thanks go to my supervisor, Dr Katharine Hodgson, for her guidance and encouragement, and for always finding time to discuss my work. Thank you also to Dr Chloe Paver for her valuable advice and feedback. I am grateful to the University of Exeter for providing funding for my second and third years of study, without which it would have been a struggle to continue. Thanks must also go to all my friends and family for showing an interest in my work and for being understanding of the demands of writing a thesis. I particularly want to thank Oxane Leingang for her advice and support. I am especially grateful to my parents for their unconditional emotional and financial support. Finally, thank you to Ian, for taking care of everything else in our lives so I could concentrate on this. 4 Contents Abstract 3 Acknowledgements 4 Introduction 9 Aims and Approach of the Thesis 10 Why Childhood? 12 The Primary Texts 14 Existing Scholarship and the Contribution Made by this Thesis 23 Chapter 1: Memory, Literature and Childhood: Theoretical Considerations 31 Theories of Collective and Cultural Memory 32 Literature and Memory 39 Childhood, Memory and Literature 46 Conclusion 56 Chapter 2: German and Russian Memory Cultures 59 Remembering the Socialist Past 60 Remembering the East German Past 71 Transitional Justice 74 State-sponsored Memory, History and Public Debate 78 Eastern German Identity after the Fall of the Wall 82 Ostalgie 89 The German Literary Context after the Fall of the Wall 95 Post-Unification Literary Representation of the GDR and East German Experience 99 Conclusion 109 Remembering the Soviet Past 110 Glasnost 111 Transitional Justice and the Political Use of Memory 114 Nostalgia and Selective Forgetting 120 The Post-Soviet Russian Literary Context 134 Representations of the Soviet Past in Post-Soviet Russian Literature 137 Memoirs and Fictional Narratives of Everyday Soviet Experience 141 Conclusion 149 5 Chapter 3: Memory of Life under Socialism in German, Russian and Russian Émigré Narratives of Childhood 151 Analysis of German Texts by Mourad Kusserow, Kathrin Aehnlich, Claudia Rusch and Daniel Wiechmann 159 Rüber machen: Eine Kindheit und Jugend in der Sowjetischen Besatzungszone/DDR 159 Wenn ich groß bin, flieg ich zu den Sternen 165 Meine freie deutsche Jugend 174 Immer Bereit! Von einem jungen Pionier der auszog, das Glück zu suchen 181 Analysis of Russian Texts by Larisa Miller, Boris Minaev, Oleg Zaionchkovskii, Pavel Sanaev and Oleg Pavlov 190 ‘Bol′shaia Polianka’ 190 Detstvo Levy 198 Petrovich 208 Pokhoronite menia za plintusom 216 ‘V bezbozhnykh pereulkakh’ and ‘Shkol′niki’ 221 Analysis of Russian Émigré Texts by Ruben David Gonsales Gal′ego and Elena Gorokhova 229 Beloe na chernom 229 A Mountain of Crumbs 236 Conclusion 244 Chapter 4: Reception by Critics and Readers 248 German Reception 252 Critics’ Reception of the German Texts 253 Wenn ich groß bin, flieg ich zu den Sternen 253 Zonenkinder 258 Meine freie deutsche Jugend 264 Halbschwimmer 271 Waning Interest in Narratives of East German Childhood 274 Immer Bereit 277 Rüber machen... 279 Readers’ Reception of the German Texts 280 Identification, Memory and Authenticity 281 Readers’ Assessments of the Representation of the GDR 287 Conclusion 296 6 Russian Reception 297 Critics’ Reception of the Russian Texts 300 ‘Bol′shaia Polianka’ in Zolotaia Simfoniia 300 Petrovich 306 Pokhoronite menia za plintusom 315 Beloe na chernom 324 Readers’ Reception of the Russian Texts 337 Detstvo Levy 337 Pokhoronite menia za plintusom 339 Beloe na chernom 349 Conclusion 353 Conclusion 355 Appendix: Quotations from the Primary Texts in the Original Language 362 Bibliography 382 7 8 Introduction The collapse of the socialist states, the German Democratic Republic (GDR) and Union of Socialist Soviet Republics (USSR), brought about massive change in the lives of their former citizens. Life under socialism became the realm of memory. In general terms there were many similarities between the GDR and the USSR: the lack of freedom of expression and movement, the pressure to conform to the ideological values promoted by the state (or at least to appear to do so in public) and the threat of arrest for those who did not. In particular, there were many parallels between East German and Soviet childhood. In both the GDR and USSR children were the target of moral and ideological education which aimed to create ideal socialist citizens.1 The celebration of socialist heroes was promoted among schoolchildren, and the capitalist West was portrayed as a corrupt and dangerous influence, particularly on the young. The children’s organization the Young Pioneers existed in both states, with a very similar structure and promoting many of the same aims and activities. Many textbooks, stories and songs were translated directly from the Russian for use in the GDR. Socialist childhood experiences have, however, been remembered and re-imagined in different ways in the German and Russian narratives analysed in this thesis. A comparative study highlights these differences and allows some hypotheses to be made as to what has shaped these differing approaches. There is a marked contrast in the way the GDR has been remembered and represented in the public sphere in unified Germany compared to the way in which the Soviet past has been remembered and represented in Russia. A comparison between German and Russian texts is, therefore, of particular interest because it allows for an investigation into the significance of these 1 On upbringing and education in the GDR see John Rodden, Textbook Reds: Schoolbooks, Ideology, and Eastern German Identity (University Park, PA.: The Pennsylvania State University Press, 2005); on upbringing and education, as well as childhood more broadly, in Soviet Russia see Catriona Kelly, Children’s World: Growing Up in Russia, 1890–1991 (New Haven, CT: Yale University Press, 2007). 9 contrasting post-socialist contexts for how the socialist past is remembered in literature. This introduction sets out the aims of my research and explains the structure of the thesis. I will then explain the reasons for choosing to analyse depictions of childhood in particular. This will be followed by an introduction to the primary texts which will be discussed in Chapters 3 and 4. Finally, I will give a brief overview of existing literature to show the contribution made by this thesis; a more detailed exploration of research relevant to my thesis is provided in Chapters 1 and 2.
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