Культурсоциология против фараона: «перформативная революция» в Египте. - Рец. на кн.: Alexander J. C. Performative Revolution in Egypt: An Essay in Cultural Power. - London: Blumsbury Academic, 2012.
It is not surprising that Mubarak’s administration “overlooked” the social explosion. Indeed, statistical data righteously claimed that the country was developing very successfully. Economic growth rates were high (even in the crisis years). Poverty and inequality levels were among the lowest in the Third World. Global food prices were rising, but the government was taking serious measures to mitigate their effect on the poorest layers of the population. Unemployment level (in per cent) was less than in many developed countries of the world and, moreover, was declining, and so were population growth rates. What would be the grounds to expect a full-scale social explosion? Of course, the administration had a sort of reliable information on the presence of certain groups of dissident “bloggers”, but how could one expect that they would be able to inspire to go to the Tahrir any great masses of people? It was even more difficult to figure out that Mubarak’s regime would be painfully struck by its own modernization successes of the 1980s, which led to the sharp decline of crude death rate and especially of infant and child mortality in 1975–1990. Without these successes many young Egyptians vehemently demanding Mubarak’s resignation (or even death) would have been destined to die in early childhood and simply would not have survived to come out to the Tahrir Square.
In this article we look at The Town’s Day holiday as a performance, as successful or failed performance of a particular message (of the unity of urban community) for a particular audience (urban community). For this we use Jeffrey Alexander’s theory of cultural pragmatics. We conclude that in the case of The Town’s Day, held in Gorokhovets in 2011, message performed during the official part of the celebration, was not performed successfully. Through the message of official scenario was declared the unity of citizens (in the form of congratulatory speeches, nominations, awards and music numbers metaphorically referencing family and home) However, it was delivered to only a segment of the town’s community. Even that small segment of community did not engage with the performance fully. In conclusion we discuss that The Town’s Day was not perceived as an authentic performance, because of the discrepancy between the message of unity and segregation of audience on the level of mise-en-scène. We suggest that such community celebrations cannot function as a ritual that brings segmented community together, although it may function as a ritual that revives existing community solidarity.
Liminality is a sign of the present. Contemporary literature, especially poetry, perceives recent liminal phenomena in a seismographic way. Simultaneously, literary texts have developed various liminal forms and functions. The speak-ing subject, in a state of transition, is primarily affected: Decomposition, dis-solution, fluidity, but also transparency and transformation open its bounda-ries to the Other: to human beings, nature or transcendence. The present volume brings together essays that treat liminality in relation to the thresh-old period as conditio historiae of the present, additionally considering genre transitions and the subject's liminal experiences. The contributions’ focus is on Russian- and German-language poetry, while other Slavic and East Asian literatures as well as other genres, intermedial forms and philosophical per-spectives are treated both separately and comparatively. The articles were written within the framework of the bilateral project "Ty-pology of the Subject in Russian-Language Poetry 1990-2010" (2015-2018, DFG/RGNF) and the DFG Research Group FOR 2603 “Russian-Language Po-etry in Transition. Poetic Forms – Addressing Boundaries of Genre, Lan-guage, Culture, and Society across Europe, Asia, and the Americas.”
This article contains a description of the methodology and the first results of a study conducted with the support of the Russian Foundation for Basic Research (2020–2022). The aim of the interdisciplinary project is to analyze the problems of managing educational relations during the period of digital transformation. The focus of this article is the topic of digitalization of education, in particular, the problem of transformation of relations in the field of education during the transition of the system from traditional to digital. We consider the digitalization of education as a qualitatively new stage in the development of multisubject relations in the educational system. The topic of the transformation of interactions between participants in the educational process is disclosed in the article on the basis of data collected in the framework of a large-scale pedagogical experiment – the project “Learn to learn”. The sample includes more than 1000 students from schools in St. Petersburg and the Leningrad region. Analysis of the collected data gives the researcher the ability to predict behavior and identify problems in communication between various subjects of relations. A change in the attitude of students to their own educational action is reinforced by a change in the role of the teacher in the complex interaction “student–computer–teacher”.
This article explores protest tactics in Russian cities, stressing the liminalityof spatial contestation practices. In this authoritarian context, spatial contestation typically has a liminal character, where citizens employ strategic ambiguity of their actionsvis-a-vis (a) legal regulations, (b) official discourse, and (c) transcripts of legitimate beha-viour. Showing how urbanites develop creative and subversive infrapolitical forms ofresistance, the article contributes an analysis of the ways in which public space in thecity can be appropriated from below, temporary protest communities formed and activecitizenship claimed under non-democratic regime conditions.
The results of cross-cultural research of implicit theories of innovativeness among students and teachers, representatives of three ethnocultural groups: Russians, the people of the North Caucasus (Chechens and Ingushs) and Tuvinians (N=804) are presented. Intergroup differences in implicit theories of innovativeness are revealed: the ‘individual’ theories of innovativeness prevail among Russians and among the students, the ‘social’ theories of innovativeness are more expressed among respondents from the North Caucasus, Tuva and among the teachers. Using the structural equations modeling the universal model of values impact on implicit theories of innovativeness and attitudes towards innovations is constructed. Values of the Openness to changes and individual theories of innovativeness promote the positive relation to innovations. Results of research have shown that implicit theories of innovativeness differ in different cultures, and values make different impact on the attitudes towards innovations and innovative experience in different cultures.