No Total Totality. Forced Labor, Stalinism, and De-Stalinization
The article examines recent historical writing about consolidation, development, and expansion of the prison camp system, as well as the role that it played in theSoviet Union’s transition from a dictatorship to an “ordinary” authoritarian regime.
This is a review of two recent books on Leon Trotsky, one of the most prominent Russian revolutionary leaders and an ardent critic of Stalin. The review analyses the main arguments of both books as well as their contribution to the study of Trotsky's personality and political legacy.
The article examines the main trends in the study of the Stalinist period and the phenomenon of Stalinism in connection with the mass opening of the archives.
The main theoretical approaches to the phenomenon of Stalinism within the Weberian tradition in historical sociology are discussed. Particular attention is devoted to Michael Mann's discussion of the "regimes of continuous revolution" and Johann Arnason's analysis of the Soviet model of modernity.
Mastering the North was a long-term problem for the Russian state, which at least from the eighteenth century tried to organize the effective use of its resources. This chapter illustrates two very distinct foreign models employed for the “state colonization” of the Russian North in a formative period between the Great Reform of 1861 and Stalin’s industrialization of 1930s: Norway and Canada. Although the use of the Norwegian model for colonization of the Russian North is relatively well studied, “railway colonization” of 1920s is not that well known,and very few works embrace both imperial and early Soviet periods of colonization.
This paper is devoted to the explanation of selected bureaus’ behavior patterns in the soviet type of totalitarian dictatorships with the command economic model. It is a proven fact that the plan figures in the soviet economy were fabricated as a consequence of intrigues and secret negotiations between different interested parties. Generally, bureaus, as rational agents that minimize risk and maximize slack, should have been interested in reducing the plan figures, nevertheless, they strived to increase them. As examples, mass repression under dictatorships and overexpenditure of an administrative leverage at elections in non-democratic and quasi-democratic countries can be observed. In the article we develop a simple model of coordination between principal (dictator) and his agents (bureaus), which explain the mentioned paradoxical situation.
In article on the basis of a case study examines the everyday life of the Stalinist system. Postwar political campaign was broadcast on the world of Soviet man. The study of conflict within the school community, helps to understand the strength of practices that used an ordinary Soviet people beyond the boundaries of the world of big politics. Professional conflict between the teacher of history and Director of the school suddenly acquired political resonance. The quarrel went outside educational institutions, and became the subject of discussion of various political and administrative authorities. The teacher of history and continued the fight in new institution.
Review of the book "Children of the Gulag". This groundbreaking book offers a comprehensive documentary history of children whose parents were identified as enemies of the Soviet regime from its inception through Joseph Stalin's death. When parents were arrested, executed, or sent to the Gulag, their children also suffered. Millions of children, labeled "socially dangerous," lost parents, homes, and siblings. Co-edited by Cathy A. Frierson, a senior American scholar, and Semyon S. Vilensky, Gulag survivor and compiler of the Russian documents, the book offers documentary and personal perspectives.