Re-imagining socialist childhoods: Changing narratives of spatial and temporal (dis)orientations
Keywords:Re-imagining socialist childhoods, Changing narratives, Childhood, Spatial (dis)orientations, Temporal (dis)orientations
The focus of attention of this special issue has both personal and professional significance for the guest editors and most of the contributors, whose childhoods were touched by either the experience of socialism or its collapse and consequences. Influenced by Foucault’s (1977) idea that reporting evidence and significant moments from the past contributes to histories that are authentic and accurate, this special issue offers insights into the changing narratives of socialist and post-socialist childhoods. We are mindful of the risks associated with revisionism; that is, revisiting and, through that, re-evaluating the past in light of what we know in the present. Mitigating this risk, to some extent, is that many of the authors whose secondary research papers are published in this issue were privileged to work with original documents written in local languages. In this way, they were able to interrogate the past and reveal the nature of discourses and practices in order to make a contribution to better understand the present (Skehill, 2007).
Aydarova, E., Millei, Z., Piattoeva, N., & Silova, I. (2016). Revisiting pasts, reimagining futures: Memories of (post)socialist childhood and schooling. European Education, 48(3), 159-169.
Bailyn J. F., Jelača D., & Lugarić D. (2018). The future of (post)socialism: Eastern European perspectives. State University of New York Press.
Bihari, M. (2013). Politológia. A politika és a modern állam. Pártok és ideológiák [Politology. Politics and the modern state. Parties and Ideologies.]. Nemzedékek Tudása Tankönyvkiadó.
Brayfield, A., & Korintus, M. (2011). Early childhood socialization: Societal context and childrearing values in Hungary. Journal of Early Childhood Research, 9(3), 262–279. DOI: https://doi.org/10.1177/1476718X11402444
Bronfenbrenner, U. (1970). Two worlds of childhood: U.S. and U.S.S.R. Russell Sage Foundation.
Bronfenbrenner, U. (1971). Two worlds of childhood: US and USSR. Allen and Unwin.
Buyandelgeriyn, M. (2008). Post- post- transition theories: Walking on multiple paths. Annual Review of Anthropology, 37, 235–50. DOI: https://doi.org/10.1146/annurev.anthro.37.081407.085214
Campbell-Barr, V., & Bogatić, K. (2017). Global to local perspectives of early childhood education and care. Early Child Development and Care 187(10), 1461–1470. DOI: https://doi.org/10.1080/03004430.2017.1342436
Collyer, F. M. (2018). Global patterns in the publishing of academic knowledge: Global North, Global South. Current Sociology, 66(1), 56-73. DOI: https://doi.org/10.1177/0011392116680020
Cold War Childhoods. (2021). Memories of everyday childhoods: De-colonial and de-cold war dialogues on childhood and schooling. Retrieved November 10, 2022 from https://coldwarchildhoods.org/
Demeter, M. (2019). The world-systemic dynamics of knowledge production: The distribution of transnational academic capital in the social sciences. Journal of World - Systems Research, 25(1), 111-144. DOI: https://doi.org/10.5195/jwsr.2019.887
Davies, B., & Gannon, S. (2012) Collective biography and the entangled enlivening of being. International Review of Qualitative Research, 5(4), 357-376. DOI: https://doi.org/10.1525/irqr.2012.5.4.357
Foucault, M. (1977). Discipline and punish: The birth of the prison (Alan Sheridan, Trans.). Penguin.
Frank, D.J., & Meyer, J.W. (2007). University expansion and the knowledge society. Theory and Society, 36, 287−311. DOI: https://doi.org/10.1007/s11186-007-9035-z
Jelača, D., & Lugarić, D. (2018). The “radiant future” of spatial and temporal dis/orientations. In J. F. Bailyn, D. Jelača, & D. Lugarić (Eds.), The future of (pos)socialism: Eastern European perspectives (pp. 1–16). State University of New York Press.
Jukić, T. (2013). Between Auschwitz and Siberia. James Joyce, Danilo Kiš and a Zoning of totalitarianism. In A. O’Malley, & E. Patten, (Eds.), Ireland, West to East: Irish Cultural Interactions with Central and Eastern Europe (pp. 135–58). Peter Lang.
Kirschenbaum, L. A. (2001). Small comrades: Revolutionizing childhood in Soviet Russia, 1917–1932. Routledge Falmer.
Lénárt, L. (2008). Vasfüggöny beszéd: Churchill, az európaı ıntegrácıó katalızátora [The Iron Curtain Speech: Churchill the catalyst of the integration of Europe]. Alkalmazott Nyelvészeti Közlemények, 3(1), 147-156.
Lynch, K., & Ivancheva, M. (2015). Acdemic freedom and the commercialisation of universities: A critical ethical analysis. Ethics in Science and Environmental Politics, 15, 1-6. DOI: https://doi.org/10.3354/esep00160
Mignolo, W. D. (2009). Epistemic disobedience, independent thought and decolonial freedom. Theory Culture & Society, 26(7-8), 159−181. DOI: https://doi.org/10.1177/0263276409349275
Millei, Z. (2011). Governing through early childhood curriculum, ‘the child,’ and ‘community’: Ideologies of socialist Hungary and neoliberal Australia. European Education, 43(1), 33–55. DOI: https://doi.org/10.2753/EUE1056-4934430103
Millei, Z.,& Imre, R. (Eds.) (2016). Childhood and nation: Interdisciplinary engagements. Palgrave MacMillan. DOI: https://doi.org/10.1057/9781137477835
Millei, Z., Silova, I., & Gannon, S. (2019). Thinking through memories of childhood in (post)socialist spaces: ordinary lives in extraordinary times. Children's Geographies, 20(3), 324-337. DOI: https://doi.org/10.1080/14733285.2019.1648759
Millei, Z., & Teszenyi, E. (forthcoming). Post/socialism and early education. In M. Tesar, (Ed.), The encyclopedia of social justice in education - early childhoods and childhood studies. Bloomsbury Publishing Plc.
Moss, P. (2010). English as a problem language. Contemporary Issues in Early Childhood, 11(4), 432-437. DOI: https://doi.org/10.2304/ciec.2010.11.4.432
Pálfi, S., Rákó, E., Vargáné Nagy, A., & Teszenyi, E. (2019). Children’s rights in Hungary in ECEC. In J. Murray, B. B. Swadener, & K. Smith (Eds.), The Routledge international handbook of young children’s rights (pp. 136-150). Routledge.
Penn, H. (2011). Quality in early childhood services - an international perspective: An international perspective. Open University Press.
Penn, H. (2014). Understanding early childhood: Issues and controversies (3rd edition). Open University Press.
Pukánszky, B., & Németh, A. (1996). Neveléstörténet [The history of education]. Nemzeti Tankönyvkiadó Rt.
Silova, I. (2018). The futures of postsocialist childhoods: (Re)Imagining the Latvian child, nation, and nature in educational literature. In J. F. Bailyn, D. Jelača, & D. Lugarić (Eds.), The future of (post)socialism: Eastern European perspectives (pp. 217–239). State University of New York Press.
Silova, I., Aydarova, E., Millei, Z., & Piattoeva, N. (2016). Revisiting pasts, reimagining futures: Memories of (post)socialist childhood and schooling. European Education, 48(3), 159-169. DOI: https://doi.org/10.1080/10564934.2016.1223977
Silova, I., Millei, Z., & Piattoeva, N. (2017). Interrupting the coloniality of knowledge production in comparative education: Postsocialist and postcolonial dialogues after the Cold War. Comparative Education Review, 61(1), 74–102. DOI: https://doi.org/10.1086/690458
Silova, I., Piattoeva, N., & Millei, Z. (2018). Childhood and schooling in (post)socialist societies: Memories of everyday life. Springer International Publishing AG. DOI: https://doi.org/10.1007/978-3-319-62791-5
Skehill, C. (2007). Researching the history of social work: Exposition of a history of the present approach. European Journal of Social Work, 10(4), 449–463. DOI: https://doi.org/10.1080/13691450701356895
Stearns, P. N. (2016). Childhood in world history (3rd edition). Routledge. DOI: https://doi.org/10.4324/9781315561363
Szakács, S. (2019). Childhood and schooling in (post)socialist societies: Memories of everyday life, European Education, 51(1), 89-91. DOI: https://doi.org/10.1080/10564934.2018.1556967
Tesar, M. (2018). Children, childhoods and kindergartens in communist Czechoslovakia: Untold narratives of the early years. Early Years, 38(2), 212-226. DOI: https://doi.org/10.1080/09575146.2018.1450850
Vágó, I. (2005). Felfelé terjeszkedő óvodáztatás – stagnáló hozzáférés [The upward trajectory of kindergarten education: Stagnant access]. Educatio, 4, 742–760.
Vu, T. (2021). Early childhood education in Vietnam, history, and development. International Journal of Child Care and Education Policy, 15(3), 1-18. DOI: https://doi.org/10.1186/s40723-020-00080-4
Winkler, M. (2021). Reading Mateřídouška: children’s culture and children’s subjectivities in socialist Czechoslovakia. Paedagogica Historica, 1-18. DOI: https://doi.org/10.1080/00309230.2021.1885457
How to Cite
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
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.
NonCommercial: You may not use the material for commercial purposes.
NoDerivatives: If you remix, transform, or build upon the material, you may not distribute the modified material.
Author(s) must confirm that the Journal of Childhood, Education & Society retains all the copyrights unconditionally and indefinitely to publish articles.