{"id":152,"date":"2012-07-10T13:53:14","date_gmt":"2012-07-10T17:53:14","guid":{"rendered":"http:\/\/blogs.dickinson.edu\/teachinghistory\/?p=152"},"modified":"2012-07-15T16:47:38","modified_gmt":"2012-07-15T20:47:38","slug":"jacqueline-olich-part-ii-resources-for-american-and-soviet-childhood","status":"publish","type":"post","link":"https:\/\/blogs.dickinson.edu\/teachinghistory\/2012\/07\/10\/jacqueline-olich-part-ii-resources-for-american-and-soviet-childhood\/","title":{"rendered":"Jacqueline Olich, Part II: Resources for American and Soviet Childhood"},"content":{"rendered":"<div id=\"attachment_155\" style=\"width: 250px\" class=\"wp-caption alignright\"><a href=\"http:\/\/blogs.dickinson.edu\/teachinghistory\/files\/2012\/06\/1919-alarm-19341.jpg\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-155\" class=\"size-medium wp-image-155\" src=\"http:\/\/blogs.dickinson.edu\/teachinghistory\/files\/2012\/06\/1919-alarm-19341-240x300.jpg\" alt=\"http:\/\/www.wikipaintings.org\/en\/kuzma-petrov-vodkin\/1919-alarm-1934\" width=\"240\" height=\"300\" srcset=\"https:\/\/blogs.dickinson.edu\/teachinghistory\/files\/2012\/06\/1919-alarm-19341-240x300.jpg 240w, https:\/\/blogs.dickinson.edu\/teachinghistory\/files\/2012\/06\/1919-alarm-19341.jpg 400w\" sizes=\"auto, (max-width: 240px) 100vw, 240px\" \/><\/a><p id=\"caption-attachment-155\" class=\"wp-caption-text\">Kuzma Petrov-Vodkin, &quot;1919&quot; (1934)<\/p><\/div>\n<p>For much of the twentieth century, the United States and the Soviet Union were superpowers engaged in a struggle against one another in which children were held up as symbols of each state\u2019s successes and failures.\u00a0 Aspects of my comparative approach could be applied to a Cold War course or unit, a World Since 1945 survey, or even an Advanced Placement European, World or U.S. History setting.<\/p>\n<p><strong>Ideas<\/strong><\/p>\n<p>To introduce students\u2014perhaps in a historical methods context\u2014to the history of childhood, direct them to read and discuss the following underpinnings of the field:<\/p>\n<ul>\n<li>Philippe Aries, \u201cEducation and the Concept of Childhood,\u201d in <em>Childhood in America<\/em>, pp. 283-285.<\/li>\n<li>Claudia Castaneda, Introduction to<em> Figurations: Child, Bodies, Worlds<\/em> (2002)<\/li>\n<li>Stephanie Coontz, \u201c<a href=\"http:\/\/www.context.org\/ICLIB\/IC21\/Coontz.htm\">In Search of a Golden Age<\/a>\u201d<\/li>\n<li>Hugh Cunningham, \u201cHistories of Childhood,\u201d <em>The American Historical Review<\/em> 103:4 (October 1998): 1195-1208.<\/li>\n<li>Paula Fass and Mary Ann Mason, Introduction to <em>Childhood in America<\/em> (2000), pp. 1-7.<\/li>\n<li>Mary Jo Maynes, \u201cAge as a Category of Historical Analysis: History, Agency, and Narratives of Childhood,\u201d <em>Journal of the History of Childhood and Youth<\/em> 1:1 (2008): 114-124.<\/li>\n<li>Steven Mintz, <em>Huck\u2019s Raft, <\/em>Preface<\/li>\n<li>Steven Mintz, \u201cReflections on Age as a Category of Historical Analysis,\u201d <em>Journal of the History of Childhood and Youth<\/em> 1,1 (2008): 91-94.<\/li>\n<li>Steven Mintz, \u201cWhy The History of Childhood Matters,\u201d <em>Journal of the History of Childhood and Youth <\/em>5:1 (Winter 2012): 15-28.<\/li>\n<li>Leslie Paris, \u201cThrough the Looking Glass: Age, Stages, and Historical Analysis,\u201d <em>Journal of the History of Childhood and Youth<\/em> 1,1 (2008): 106-113.<\/li>\n<li>Larry Wolff, \u201cThen I Imagine a Child: The Idea of Childhood and the Philosophy of Memory in the Enlightenment,\u201d <em>Eighteenth-Century Studies<\/em> 31:4: 377-401<\/li>\n<\/ul>\n<p>A military history unit could integrate child soldier memoirs or scholarly studies of children and war.\u00a0 Here, I recommend the following:<\/p>\n<ul>\n<li><em>Children and War: A Historical Anthology.<\/em> Edited by James Marten. New York: NYU Press, 2002.<\/li>\n<\/ul>\n<p>Employ these two readings in dialogue with each other to get students thinking about how children in the U.S.S.R. and U.S.A. endured World War II:<\/p>\n<ul>\n<li>Lisa Kirschenbaum<em>, <\/em>\u201cInnocent Victims and Heroic Defenders: Children and the Siege of Leningrad\u201d, <em>Children and War<\/em>, pp. 279-290.<\/li>\n<li>Robert William Kirk, \u201cAmerican Children in the Second World War,\u201d in <em>Childhood in America<\/em>, pp. 269-271.<\/li>\n<\/ul>\n<p>Prepare film studies with the following reading:<\/p>\n<ul>\n<li>Alexander Prokhorov, \u201cArresting Development: A Brief History of Soviet Cinema for Children and Adolescents, in <em>Russian Children\u2019s Literature and Culture<\/em>, pp. 129-148.<\/li>\n<\/ul>\n<p>In reconstructing children&#8217;s experiences, historians tap a wide range of sources.\u00a0 Share images of childhood in the Soviet Union with your students.\u00a0 <a href=\"http:\/\/library.duke.edu\/digitalcollections\/esr\/fetter\/\">Frank Whitson Fetter&#8217;s photographs<\/a> of daily life in the Soviet provinces represent an untapped resource to scholars working on a variety of topics, including Russian visual culture, the history of Soviet childhood\u00a0and everyday life, as well as Russian-American cultural relations in the twentieth-century.<\/p>\n<p>A student interested in researching the history of public health could be directed to <a href=\"http:\/\/www.history.vt.edu\/Jones\/SHCY\/Newsletter17\/ChildHealthResources.html\">Child Health History on the Web<\/a><\/p>\n<p>&nbsp;<\/p>\n<p>Have a unit about \u00e9migr\u00e9 experiences?\u00a0 Inject children and youth into the discussions.\u00a0 Consider utilizing Jessica Clark, \u201cTreasured Memories: Growing Up German-Russian on the Northern Plains,\u201d <em>The Journal of the History of Childhood and Youth<\/em>, 5:2 (Spring 2012): 260-238.<\/p>\n<p>Introduce students to school settings and the diversity of experiences in Russia and the U.S.S.R. through these sources:<\/p>\n<ul>\n<li>E. Thomas Ewing, \u201cEthnicity at School: Educating the \u2018Non-Russian\u2019 Children of the Soviet Union, 1928-1939.\u201d <em>History of Education<\/em> (UK) Vol. 35, No. 4-5 (July September 2006) pp. 499-519.<\/li>\n<li>Catriona Kelly, \u2018<a href=\"http:\/\/anthropologie.kunstkamera.ru\/files\/pdf\/eng001\/eng1_kelly.pdf\">The School Waltz\u2019: The Everyday Life of the Post-Stalinist Soviet Classroom<\/a>\u201d<\/li>\n<li>The Library of Congress <a href=\"http:\/\/www.loc.gov\/exhibits\/empire\/ethnic.html\">Prokudin-Gorskii Collection<\/a>:<\/li>\n<\/ul>\n<p>Consider pairing these two readings to get your students thinking and talking about childhood spaces, past and present:<\/p>\n<ul>\n<li>Rebecca Friedman, \u201cMasculinity, the Body, and Coming of Age in the Nineteenth-Century Russian Cadet Corps,\u201d <em>The Journal of the History of Childhood and Youth, <\/em>5:2 (Spring 2012): 219-238.<\/li>\n<li>\u201c<a href=\"http:\/\/lens.blogs.nytimes.com\/2011\/08\/04\/where-children-sleep\/\">Where Children Sleep<\/a>\u201d<strong><\/strong><\/li>\n<\/ul>\n<p>If students are interested in children\u2019s literature, direct them to this virtual exhibition: <a href=\"http:\/\/digital.library.mcgill.ca\/russian\/\">Children\u2019s Books of the Early Soviet Era<\/a><\/p>\n<p>Use the following to spark conversations about youth, generations and historical change or, alternately, the Cold War.<\/p>\n<ul>\n<li>Elena Glazov-Corrigan, \u201c<a href=\"http:\/\/realc.emory.edu\/home\/assets\/documents\/Glazov-Corrigan%20Moscow%20Childhood.html\">Moscow Childhood: The Make-Up of a Generation, 1991<\/a>\u201d<\/li>\n<li>Donald J. Raleigh, \u201c<a href=\"http:\/\/www.berfrois.com\/2012\/05\/donald-raleigh-generation-sputnik\/\">Graduates of the Cold War<\/a>,\u201d \u00a0 or Donald J. Raleigh, Introduction to <em>Russia\u2019s Sputnik Generation: Soviet Baby Boomers Talk About Their Lives<\/em><\/li>\n<li>Selections from Juliane F\u00fcrst, <em>Stalin\u2019s Last Generation: Soviet Post-War Youth and the Emergence of Mature Socialism<\/em><\/li>\n<\/ul>\n<p><strong>RESOURCES<\/strong><\/p>\n<p><strong><\/strong><strong>Books<\/strong>:<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li>E. Thomas Ewing, <em>Separate Schools: <\/em><em>Gender, Policy, and <\/em><\/li>\n<li><em>Practice in Postwar Soviet Education<\/em> (2010)<\/li>\n<li>Paula Fass and Mary Ann Mason, <em>Childhood in America<\/em><\/li>\n<li>Boris Gorshkov,<em> <\/em><a href=\"http:\/\/openlibrary.org\/a\/OL3217626A\/Boris_B._Gorshkov\"><em>Russia\u2019s Factory Children, Society, and the State: Childhood, Apprenticeship and Law, 1800-1917<\/em><\/a><\/li>\n<li>Catriona Kelly, <em>Children\u2019s World: Growing Up in Russia, 1890-1991<\/em> (2007)<\/li>\n<li>Lisa Kirshenbaum,<em> Small Comrades: Revolutionizing Childhood in Soviet Russia, 1917-1932<\/em><\/li>\n<li>Olga Kucherenko,<em> Little Soldiers: How Soviet Children Went to War, 1941-45<\/em><em>\u00a0<\/em>(Oxford: Oxford University Press, 2011).<\/li>\n<li>Mary Jo Maynes, Birgitte Soland, and Christina Beninghaus, eds.,<em> Secret Gardens, Satanic Mills: Placing Girls in European History, 1750-1960<\/em><\/li>\n<li>Steven Mintz, <em>Huck&#8217;s Raft: A History of American Childhood <\/em>(2004)<\/li>\n<li>Jacqueline Olich, <em>Competing Ideologies and Children\u2019s Literature in Russia, 1918-1935<\/em><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Journals<\/strong>:<\/p>\n<p><a href=\"http:\/\/redfeatherjournal.org\/interior_pages\/about.html\">Red Feather<\/a>: An International Journal of Children&#8217;s Visual Culture<\/p>\n<p><a href=\"http:\/\/www.umass.edu\/jhcy\/\">The Journal of the History of Childhood and Youth<\/a> (JHCY) is a scholarly, peer-reviewed journal focused on the history of childhood and youth cultures and the experiences of young people across diverse times and places.<\/p>\n<p><strong>Websites<\/strong>:<\/p>\n<p><a href=\"http:\/\/www.h-net.org\/~child\/SHCY\">Society for the History of Children and Youth<\/a> (SHCY) serves as a hub for both interdisciplinary and multidisciplinary research<\/p>\n<p><a href=\"http:\/\/chnm.gmu.edu\/cyh\/\">Children and Youth in History<\/a> includes primary sources, case studies and teaching modules.<\/p>\n<p>The <a href=\"http:\/\/www.wgrclc.com\/resources\/\">Working Group on Russian Children\u2019s Literature and Culture<\/a> is a scholarly non-profit organization dedicated to fostering closer communication among scholars interested in Russian children\u2019s literature, history of childhood, theater, cinema, popular media, education, and other aspects of children\u2019s culture.<\/p>\n<p><strong>Listservs<\/strong>:<\/p>\n<p><a href=\"H-CHILDHOOD@h-net.msu.edu\">H-Childhood<\/a> is an edited electronic network focused on the history of childhood and youth.<\/p>\n<p>The Department of Childhood Studies at Rutgers-Camden\u2019s <a href=\"https:\/\/email.rutgers.edu\/mailman\/listinfo\/exploring_childhood_studies\">Exploring_childhood_studies<\/a>, an online mailing list which serves as a clearinghouse for the exchange of information, resources, and knowledge among academics and practitioners who work in the field of childhood studies.<\/p>\n<p><a href=\"http:\/\/listserv.uleth.ca\/mailman\/listinfo\/childhoods-net-l\">Childhoods-net-l<\/a> mailing list <a href=\"mailto:childhoods-net-l@uleth.ca\">childhoods-net-l@uleth.ca<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>For much of the twentieth century, the United States and the Soviet Union were superpowers engaged in a struggle against one another in which children were held up as symbols of each state\u2019s successes and failures.\u00a0 Aspects of my comparative approach could be applied to a Cold War course or unit, a World Since 1945 [&hellip;]<\/p>\n","protected":false},"author":1133,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[46215,1181,46216,22261],"tags":[88927,46217],"class_list":["post-152","post","type-post","status-publish","format-standard","hentry","category-american-history","category-children","category-comparative-history","category-featured","tag-children","tag-jacqueline-olich","post-preview"],"_links":{"self":[{"href":"https:\/\/blogs.dickinson.edu\/teachinghistory\/wp-json\/wp\/v2\/posts\/152","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.dickinson.edu\/teachinghistory\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.dickinson.edu\/teachinghistory\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.dickinson.edu\/teachinghistory\/wp-json\/wp\/v2\/users\/1133"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.dickinson.edu\/teachinghistory\/wp-json\/wp\/v2\/comments?post=152"}],"version-history":[{"count":0,"href":"https:\/\/blogs.dickinson.edu\/teachinghistory\/wp-json\/wp\/v2\/posts\/152\/revisions"}],"wp:attachment":[{"href":"https:\/\/blogs.dickinson.edu\/teachinghistory\/wp-json\/wp\/v2\/media?parent=152"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.dickinson.edu\/teachinghistory\/wp-json\/wp\/v2\/categories?post=152"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.dickinson.edu\/teachinghistory\/wp-json\/wp\/v2\/tags?post=152"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}