A Precarious Position of Power: Soviet School Directors in the 1930s

Autor/in	Ewing, E. Thomas
Titel	A Precarious Position of Power: Soviet School Directors in the 1930s
Quelle	In: Journal of Educational Administration and History, 41 (2009) 3, S.253-266 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0620
Schlagwörter	Foreign Countries; Instructional Leadership; Principals; Politics of Education; Government School Relationship; Power Structure; Ideology; Antisocial Behavior; Social Change; Political Attitudes; USSR + Suchen Sie Ihr Suchwort? Ausland; Instruction; Leadership; Bildung; Erziehung; Führung; Principal; Schulleiter; Educational policy; Bildungspolitik; Ideologie; Sozialer Wandel; Political attitude; Politische Einstellung
Abstract	In September 1931, the Communist Party Central Committee, the highest political authority in the Soviet Union, declared that "single person rule" ("edinonachalie") should prevail in the administration of schools. The history of approximately 100,000 school directors in the 1930s was shaped by a rapid expansion in numbers as well as fundamental changes in the distribution of power in society. During this era of intense political repression, individuals wielding any kind of power inevitably occupied a precarious position, which meant that directors experienced both authority and vulnerability as they exercised their responsibilities. Exploring these experiences through published sources as well as interviews identifies similarities in professional location and activities as well as unique aspects of school leadership in a dictatorship. This article concludes that the claims to authority made by school directors were always conditioned, often compromised, and sometimes even contested by the interventionist actions of an arbitrary and intrusive state. (Contains 66 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10