Collectivization and the Holodomor
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What Do Students Know and Understand About the Holocaust? Evidence from English Secondary Schools
CENTRE FOR HOLOCAUST EDUCATION What do students know and understand about the Holocaust? Evidence from English secondary schools Stuart Foster, Alice Pettigrew, Andy Pearce, Rebecca Hale Centre for Holocaust Education Centre Adrian Burgess, Paul Salmons, Ruth-Anne Lenga Centre for Holocaust Education What do students know and understand about the Holocaust? What do students know and understand about the Holocaust? Evidence from English secondary schools Cover image: Photo by Olivia Hemingway, 2014 What do students know and understand about the Holocaust? Evidence from English secondary schools Stuart Foster Alice Pettigrew Andy Pearce Rebecca Hale Adrian Burgess Paul Salmons Ruth-Anne Lenga ISBN: 978-0-9933711-0-3 [email protected] British Library Cataloguing-in-Publication Data A CIP record is available from the British Library All rights reserved. Except for the quotation of short passages for the purposes of criticism or review, no part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without prior permissions of the publisher. iii Contents About the UCL Centre for Holocaust Education iv Acknowledgements and authorship iv Glossary v Foreword by Sir Peter Bazalgette vi Foreword by Professor Yehuda Bauer viii Executive summary 1 Part I Introductions 5 1. Introduction 7 2. Methodology 23 Part II Conceptions and encounters 35 3. Collective conceptions of the Holocaust 37 4. Encountering representations of the Holocaust in classrooms and beyond 71 Part III Historical knowledge and understanding of the Holocaust 99 Preface 101 5. Who were the victims? 105 6. -
Ukrainian, Russian, English: Language Use and Attitudes of Students at a Ukraninan University
Working Papers in Educational Linguistics (WPEL) Volume 25 Number 1 Spring 2010 Article 5 Spring 2010 Ukrainian, Russian, English: Language Use and Attitudes of Students at a Ukraninan University Bridget A. Goodman University of Pennsylvania Nina A. Lyulkun Khmel'nyts'kyi National University Follow this and additional works at: https://repository.upenn.edu/wpel Part of the Education Commons, and the Linguistics Commons Recommended Citation Goodman, B. A., & Lyulkun, N. A. (2010). Ukrainian, Russian, English: Language Use and Attitudes of Students at a Ukraninan University. 25 (1), Retrieved from https://repository.upenn.edu/wpel/vol25/iss1/5 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/wpel/vol25/iss1/5 For more information, please contact [email protected]. Ukrainian, Russian, English: Language Use and Attitudes of Students at a Ukraninan University This article is available in Working Papers in Educational Linguistics (WPEL): https://repository.upenn.edu/wpel/ vol25/iss1/5 Ukrainian, Russian, English: Language Use and Attitudes of Students at a Ukrainian University1 Bridget A. Goodman University of Pennsylvania Nina A. Lyulkun Khmel’nyts’kyi National University This article presents results of an exploratory survey conducted at a central- western Ukrainian university of students’ current usage of and attitudes towards Ukrainian, Russian, and English. Before 1989, Soviet language policy positioned Russian over Ukrainian as the language of power and as the sole language of higher education. The effectiveness of national policies in post-Soviet Ukraine aimed at affirmative action for the Ukrainian language has been debatable and constrained by geographical factors of language use and language policy. The po- litical and economic status of English has the potential to impact the position of both Ukrainian and Russian in Ukraine. -
Educational Websites on the Holodomor
TOP PICKS - Resources for Teaching the Holodomor Selected by Valentina Kuryliw and Lana Babij The listings below are examples of resources in a given category suitable for classroom instruction. Educational Websites on the Holodomor 1. Holodomor Research and Education Consortium A project of the Canadian Institute of Ukrainian Studies, University of Alberta www.education.holodomor.ca/ and www.holodomor.ca This website contains research-based, reliable content and curricular materials on the Holodomor for grades 6-12. Educational materials found here include background information for teachers and students, memoirs of survivors, primary documents, newspaper articles, excerpts from literature, as well as a variety of suggested lesson plans and assignments. Emphasis is placed on developing historical and critical thinking skills using a variety of strategies that complement curricula expectations in a number of provinces. The site has an excellent list of resources and links. 2. Nadiya – Hope; Holodomor Supplemental Resource for Teachers Edmonton Catholic Schools, Alberta www.education.holodomor.ca/supplemental-resource-for-teachers-nadiya-hope/ www.ecsd.net/AboutUs/Overview/Holodomor/Pages/default.aspx Developed by educators throughout Canada for use in K-12 and for school events, this site draws together dozens of lesson plans, PowerPoint presentations, and background materials on the Holodomor and is grouped by grade level. Although some of the materials are designed for use in Catholic schools, all the resources can be adapted as needed. 3. Manitoba. Diversity Education: Holodomor Education and Awareness Manitoba Education and Training www.edu.gov.mb.ca/k12/cur/multic/holodomor.html www.edu.gov.mb.ca/k12/diversity/educators/index.html The official site of the Manitoba Ministry of Education describes how the Holodomor has been incorporated into the Manitoba curriculum, provides teaching resources, and offers links to sites on the Holodomor and other genocides. -
Conflicting Perspectives on Timothy Snyder's Black Earth
FORUM Conflicting Perspectives on Timothy Snyder’s Black Earth ✣ Reviews by Michael Berenbaum and Jeffrey Herf Timothy Snyder, Black Earth: The Holocaust as History and Warning.New York: Tim Duggan Books, 2015. 462 pp. $35.00. Reviewed by Michael Berenbaum, American Jewish University Timothy Snyder’s much-acclaimed book Bloodlands: Europe between Hitler and Stalin, published by Basic Books in 2010, aroused serious concern among many Holocaust historians. They feared that his emphasis on dou- ble genocide—German and Soviet—was a backdoor attempt to diminish the uniqueness and singularity of the Holocaust. In Black Earth Snyder’s emphasis on the Holocaust and its lessons should assuage these critics. Early in the book he writes: “The History of the Holocaust is not over. Its precedent is eternal and its lessons have not yet been learned. The Holocaust is not only history but warning.” He makes good on this promise, perhaps too good. He treats the Holocaust as the axial event of modern history, thus giving testimony to its centrality. Jews are central to the history he narrates. He begins the same way many histories of the Holocaust must begin—with Adolf Hitler (no Hitler, no Holo- caust) and what he considers to be the two defining elements of Hitler’s world- view. Hitler’s quest for Lebensraum, defined not only as living space but as space to live well, makes the Ukraine a natural German target, for it is the breadbasket of Europe. For Hitler, the Volga was Germany’s Mississippi, and he admired the U.S. doctrine of Manifest Destiny. -
Rainian Uarter
e rainian uarter A JOURNAL OF UKRAINIAN AND INTERNATIONAL AFFAIRS Volume LXIV, Numbers 1-2 Spring-Summer 2008 This issue is a commemorative publication on the 75th anniversary of the Stalin-induced famine in Ukraine in the years 1932-1933, known in Ukrainian as the Holodomor. The articles in this issue explore and analyze this tragedy from the perspective of several disciplines: history, historiography, sociology, psychology and literature. In memory ofthe "niwrtlered millions ana ... the graves unknown." diasporiana.org.u a The Ukrainian uarter'7 A JOURNAL OF UKRAINIAN AND INTERNATIONAL AFFAIRS Since 1944 Spring-Summer 2008 Volume LXIV, No. 1-2 $25.00 BELARUS RUSSIA POLAND ROMANIA Territory of Ukraine: 850000 km2 Population: 48 millions [ Editor: Leonid Rudnytzky Deputy Editor: Sophia Martynec Associate Editor: Bernhardt G. Blumenthal Assistant Editor for Ukraine: Bohdan Oleksyuk Book Review Editor: Nicholas G. Rudnytzky Chronicle ofEvents Editor: Michael Sawkiw, Jr., UNIS Technical Editor: Marie Duplak Chief Administrative Assistant: Tamara Gallo Olexy Administrative Assistant: Liza Szonyi EDITORIAL ADVISORY BOARD: Anders Aslund Carnegie Endowment for International Peace Yaroslav Bilinsky University of Delaware, Newark, DE Viacheslav Brioukhovetsky National University of Kyiv-Mohyla Academy, Ukraine Jean-Pierre Cap Professor Emeritus, Lafayette College, Easton, PA Peter Golden Rutgers University, Newark, NJ Mark von Hagen Columbia University, NY Ivan Z. Holowinsky Rutgers University, New Brunswick, NJ Taras Hunczak Rutgers University, Newark, NJ Wsewolod Jsajiw University of Toronto, Canada Anatol F. Karas I. Franko State University of Lviv, Ukraine Stefan Kozak Warsaw University, Poland Taras Kuzio George Washington University, Washington, DC Askold Lozynskyj Ukrainian World Congress, Toronto Andrej N. Lushnycky University of Fribourg, Switzerland John S. -
Contours and Consequences of the Lexical Divide in Ukrainian
Geoffrey Hull and Halyna Koscharsky1 Contours and Consequences of the Lexical Divide in Ukrainian When compared with its two large neighbours, Russian and Polish, the Ukrainian language presents a picture of striking internal variation. Not only are Ukrainian dialects more mutually divergent than those of Polish or of territorially more widespread Russian,2 but on the literary level the language has long been characterized by the existence of two variants of the standard which have never been perfectly harmonized, in spite of the efforts of nationalist writers for a century and a half. While Ukraine’s modern standard language is based on the eastern dialect of the Kyiv-Poltava-Kharkiv triangle, the literary Ukrainian cultivated by most of the diaspora communities continues to follow to a greater or lesser degree the norms of the Lviv koiné in 1 The authors would like to thank Dr Lance Eccles of Macquarie University for technical assistance in producing this paper. 2 De Bray (1969: 30-35) identifies three main groups of Russian dialects, but the differences are the result of internal evolutionary divergence rather than of external influences. The popular perception is that Russian has minimal dialectal variation compared with other major European languages. Maximilian Fourman (1943: viii), for instance, told students of Russian that the language ‘is amazingly uniform; the same language is spoken over the vast extent of the globe where the flag of the Union of Soviet Socialist Republics flies; and you will be understood whether you are speaking to a peasant or a university professor. There are no dialects to bother you, although, of course, there are parts of the Soviet Union where Russian may be spoken rather differently, as, for instance, English is spoken differently by a Londoner, a Scot, a Welshman, an Irishman, or natives of Yorkshire or Cornwall. -
Migration and the Ukraine Crisis a Two-Country Perspective This E-Book Is Provided Without Charge Via Free Download by E-International Relations (
EDITED BY AGNIESZKA PIKULICKA-WILCZEWSKA & GRETA UEHLING Migration and the Ukraine Crisis A Two-Country Perspective This e-book is provided without charge via free download by E-International Relations (www.E-IR.info). It is not permitted to be sold in electronic format under any circumstances. If you enjoy our free e-books, please consider leaving a small donation to allow us to continue investing in open access publications: http://www.e-ir.info/about/donate/ i Migration and the Ukraine Crisis A Two-Country Perspective EDITED BY AGNIESZKA PIKULICKA-WILCZEWSKA & GRETA UEHLING ii E-International Relations www.E-IR.info Bristol, England 2017 ISBN 978-1-910814-27-7 (paperback) ISBN 978-1-910814-28-4 (e-book) This book is published under a Creative Commons CC BY-NC 4.0 license. You are free to: • Share – copy and redistribute the material in any medium or format • Adapt – remix, transform, and build upon the material Under the following terms: • Attribution – You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. • Non-Commercial – You may not use the material for commercial purposes. Any of the above conditions can be waived if you get permission. Please contact [email protected] for any such enquiries, including for licensing and translation requests. Other than the terms noted above, there are no restrictions placed on the use and dissemination of this book for student learning materials / scholarly use. -
The Impact of Holodomor Studies on the Understanding of the USSR
The Impact of Holodomor Studies on the Understanding of the USSR Andrea Graziosi University of Naples Federico II Abstract: This paper investigates what the Holodomor tells us about the development and dynamics of Soviet history. It starts by examining the evolving relations between Stalin and the peasantry during the Soviet Union’s first decades as well as the social, economic, moral, and psychological consequences in the USSR after 1933 following the destruction of traditional rural society. The relationship between the Holodomor and the viability of the Soviet system will then be discussed along with the opportunities that history presented to the Soviet leadership after 1945 to reverse the country’s critical 1928-29 decisions. This leadership’s awareness of the tragedies of the 1930s in the countryside, as well as of their consequences, will then be raised, before shifting the focus to the linkage between the peasant and the national questions in Soviet history. In this context the Holodomor will be discussed as a tool to solve both the peasant and the national “irritants” caused by Ukraine to both the Soviet system and Stalin’s personal power. The legacy of such a “solution” will then be addressed, including a consideration to the background of the collapse of the Soviet system from the perspective of the sustainability of a state whose past is marred by unacknowledged genocidal practices. Finally, the consequences of the growing awareness of the Holodomor’s importance and nature on the USSR’s image will be discussed. In particular, the question of the “modernity” of the Soviet system and of the “modernizing” effects of Stalin’s 1928-29 policies will be raised. -
From Ukrainian People's Republic to the Hetmanate
The Perception of Germany in the Kyivan Press: From Ukrainian People’s Republic to the Hetmanate (November 1917 — December 1918) Author(s): Ivan Basenko Source: Kyiv-Mohyla Humanities Journal 4 (2017): 67–84 Published by: National University of Kyiv-Mohyla Academy http://kmhj.ukma.edu.ua/ The Perception of Germany in the Kyivan Press: From Ukrainian People’s Republic to the Hetmanate (November 1917 — December 1918) Ivan Basenko National University of Kyiv-Mohyla Academy, Department of History Abstract The 1917 February Revolution led to the reshaping of the war-era image of the German enemy. Focusing on the former imperial borderland province of the Southwestern Krai, this article unveils the national, political, and cultural considerations of the local Ukrainian and Russian- language media that affected their attitude towards the Germans. It argues that the developments of the 1917–1918 Ukrainian Revolution presented a unique case of constructing the image of the Germans due to the ongoing rivalry between the respective Ukrainian and Russian national projects. The study is based on the materials of prominent Kyivan daily newspapers, thus rendering the spectrum of the region’s political thought. Built upon the concept of imagology, the article apprehends the images of “otherness” in conjunction with the actor’s own identity. Key Words: image of the Germans, Kyivan press, Ukrainian Revolution, nationalism, First World War. 3 Introduction Throughout the First World War, the image of the ultimate German threat had served as a key instrument of the Russian Empire’s mass mobilization and war effort. However, by the time the 1917 February Revolution broke out, this propaganda construct had already been overshadowed by general war weariness.1 The downfall of the Romanov dynasty brought to an end the country’s rigid “war till victory” policy and thus shattered the uniform image of the enemy. -
Reflections on Stalin and the Holodomor
Reflections on Stalin and the Holodomor Françoise Thom Paris-Sorbonne University (Paris IV) Abstract: The mechanisms and the chronology of the great crimes committed by totalitarian regimes are now well documented. While they may explain the mechanics of these events, they do not always explain why they transpired. The implementation of Stalin’s policy of collectivization and de-kulakization relied on dissimulation. Moreover, the pace of collectivization was justified by external threats, initially from Great Britain and Poland, and later extending to Japan. This made possible the branding of any political adversary as a traitor. As long as Stalin faced organized political opposition, he was unable to launch any maximal policies. After the defeat of Trotsky in December 1927 he was able to create crisis situations that ultimately furthered his own power. The offensive he unleashed against the peasants became a means of reinforcing his increasing dictatorship. The collectivization campaign employed the rational argument that the backward countryside needs to modernize production. Its ultimate aim, however, was the crushing of an independent peasantry. There are enlightening comparisons that can be made between collectivization in China and the USSR, which are explored in this essay. The resistance to collectivization was particularly strong amongst Ukrainians. Stalin, who had long regarded the national question as inseparable from the peasant question, deliberately chose mass starvation to break resistance to his will. The history of these events was for a long time shrouded in great secrecy until it began being discussed by Western scholars, becoming a matter of considerable debate between the “totalitarian” and “revisionist” schools of Soviet historiography. -
Remembering the Crimes of the Holodomor
Remembering the crimes of the Holodomor By Sarah Shah Referred to as a ‘bloodless war’1, the Holodomor (1932-1933) was an incomprehensible tragedy which led to countless avoidable Ukrainian deaths. The nature of such an appalling famine becomes increasingly eerie when considering how Ukraine is the third largest grain exporter2 and points to this event being deliberately man-made by Stalin’s policy of collectivisation, imposed as a genocide to weaken Ukrainian nationalism. Furthermore, the outrageous cover-up is still in full force: the Russian Federation considers it part of the wider Soviet Famine3, downplaying the suffering of individual nations. Failing to recognise the specific devastation in Ukraine appears flippant, especially considering current tensions. As Conquest writes, ‘the silence must surely be seen as the silence of complicity, or justification’4. Regardless of this debate, the unjust hardship is undeniable. It is necessary to break the silence to remember an event which should have never been forgotten. The Holodomor was undoubtedly significant on an individual basis, leading to as many as over 7 million deaths. Those who did live did not do so in luxury, as survivor Vera Smereka recounts ‘borscht… consisted of just water and herbs’5 and later attributes this to their swollen stomachs. This was very common, as many sources describe similar swelling due to use of water to combat hunger, and illustrates the extent of desperation to survive while also conveying an upsetting futility. Survivors were faced with difficult decisions which no doubt would later traumatise them in the long term, for example in Galina Smyrna’s account ‘my aunt went crazy – she ate her own child’6. -
1 Introduction
State Service of Geodesy, Cartography and Cadastre State Scientific Production Enterprise “Kartographia” TOPONYMIC GUIDELINES For map and other editors For international use Ukraine Kyiv “Kartographia” 2011 TOPONYMIC GUIDELINES FOR MAP AND OTHER EDITORS, FOR INTERNATIONAL USE UKRAINE State Service of Geodesy, Cartography and Cadastre State Scientific Production Enterprise “Kartographia” ----------------------------------------------------------------------------------- Prepared by Nina Syvak, Valerii Ponomarenko, Olha Khodzinska, Iryna Lakeichuk Scientific Consultant Iryna Rudenko Reviewed by Nataliia Kizilowa Translated by Olha Khodzinska Editor Lesia Veklych ------------------------------------------------------------------------------------ © Kartographia, 2011 ISBN 978-966-475-839-7 TABLE OF CONTENTS 1 Introduction ................................................................ 5 2 The Ukrainian Language............................................ 5 2.1 General Remarks.............................................. 5 2.2 The Ukrainian Alphabet and Romanization of the Ukrainian Alphabet ............................... 6 2.3 Pronunciation of Ukrainian Geographical Names............................................................... 9 2.4 Stress .............................................................. 11 3 Spelling Rules for the Ukrainian Geographical Names....................................................................... 11 4 Spelling of Generic Terms ....................................... 13 5 Place Names in Minority Languages