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У 1950–1960-х роках на підприємствах Радянської України поширилися практики, скеровані на удосконалення праці. Двигуном цього процесу були так звані передовики – учасники руху трудящих СРСР за комуністичне ставлення до праці та за виховання людини комуністичного суспільства.

The course aims to engage students in a dialogue with different disciplinary frameworks that explore the concepts of sexuality and decoloniality, and their intersection with other epistemic categories. These frameworks, which include anthropology, sociology, gender, queer, and trans* studies, are introduced with attention to and focus on the “decolonial option” as a method and source of knowledge.

This Lesson/Unit plan was developed within the Curriculum Development Project: On Ukraine, organized by the Davis Center, Harvard University in partnership with Alexander Langstaff (New York University), and the Center for Urban History in 2024. The project was intended for middle, high school, or community college educators, living and working in the U.S. The author: Paul R. Huard, Ashland High School (Oregon, USA).

The course invites to explore East-European History of mid XIX - late XX cent. through the concept of mobility, which encompasses movement of people, goods and ideas. Students will deal with a corpus of texts on social history of transportation, as well as with a rich array of visual materials. Of special interest will be cases, specific to the region, for example cultures of Christian and Muslim pilgrimage, Socialist rallies, trolleybus infrastructures or “destalinization” of metro stations. Cases of imported western technologies will provide ground for interregional comparisons, not only in aspects of introduction of transport system, but also in aspects of their exploitation and disintegration. The course is built on a premise...

East-Central Europe played a vital role in the global history of mass migration and experienced an enormous variety of mobility processes in the long 19th and short 20th centuries. For instance, mass emigration from the Russian and Austro-Hungarian Empires and the Soviet Union, human trafficking, labor migration, forced migration during WWI and WWII, refugee crises and asylum, travel, and professional mobility. The voluminous scholarship on this chapter of migration history has lots of gaps and, notably, is almost absent from history curricula. This introductory course broadens our lens to examine the role of migration and mobility for the places where it occurred as well as the experiences of migrants, displaced persons, refugees, and...

The field of social history has achieved the edge of its popularity in 1950-1980s. It was strongly connected with other disciplines, such as economics, demography, sociology, and allowed historians to reach a much wider range of research themes. Since the 1960s, the social history of the Jewish people became important and influential part of the studies. Historians were exploring the possibilities to study Jewish community with new tools and integrating different representatives of Jewish community – workers, women, immigrants, criminals - in a research. Since 1990s historians of Jewish past shifted their interest to cultural studies. However, in the last years, we can see an economic turn, which signifies the search for a...

This course forms a part of Jewish History and Culture of East Central Europe in the 19th-20th Centuries summer school. The syllabus is availible only in Polish.

This course was a part of Jewish History and Culture of East Central Europe in the 19th-20th Centuries summer school. The syllabus is written in Polish.

The course intends to show the possibilities afforded by applying the gender (cultural sex) perspective in the study of Jewish culture. Proceeding from the analysis of the role of the woman and man in traditional Jewish society, we will present gender difference in the process of modernization among Jewish women and men. In looking at autobiographical materials, we will trace characteristic stages and stories, as well as life’s choices of Jewish maskilim (advocates of Haskalah, the Jewish Enlightenment). We will use the examples of the life and work of Pua Rakowska (known as "the Grandmother of Zionism") and Sara Szenirer (reformer of the traditional education system of Jewish girls) to analyze the problem...

This short course looks at Jewish history in the context of two multinational empires: the Russian and the Habsburg. Both of these states must be understood as fundamentally pre-modern, non-national (even anti-national) political structures, a fact that is crucial for understanding Jewish history here. In the mid-19th century, the great majority of world Jewry made its home in this region and even at the end of the First World War, after the great wave of emigration to the Americas, western Europe, Erets Israel / Palestine, and South Africa, the Jewish presence here was considerable. In 1918 even antisemites could hardly imagine a Warsaw, Wilno, Lwów, Odesa (etc.) without Jews.

This course was a part of Jewish History, Multiethnic Past, and Common Heritage: Urban Experience in Eastern Europe summer school (July 13 – August 7, 2015. Center for Urban History. Lviv, Ukraine).

This course was a part of Jewish History, Multiethnic Past, and Common Heritage: Urban Experience in Eastern Europe summer school.

This course forms a part of Jewish History, Multiethnic Past, and Common Heritage: Urban Experience in Eastern Europe summer school. The syllabus is available only in Polish.

This course forms a part of Jewish History, Multiethnic Past, and Common Heritage: Urban Experience in Eastern Europe summer school.

This intensive 5-lecture mini-course (12 academic hours) takes a close look at various urban centers (sometimes the shtetl-like and sometimes the city-like) that shaped Jewish-Polish-Ukrainian cultural encounters that inspired the rising literary figures to explore East European multi-cultural urban legacy and make this legacy central in their creative writing. Students will explore various forms of East European urban culture—a shtetl (Chortkiv and Berdychiv), a provincial center (Chernivtsi and Ternopil), a city (Kyiv), a metropolis with a strong East European diaspora presence (Montreal and New York). This course will provide students with methodological tools at the intersection of the literary and cultural studies, urban studies, and social history.

At the end of the eighteenth century the Russian Empire acquired the largest Jewish population in the world. Although Jews and Christians had lived side by side with one another for over three hundred years in the Polish-Lithuanian Commonwealth, their life-worlds were distinct. The Great War, the Russian Revolution, and the Holocaust radically transformed the Jews of Russia, however, and the distinct culture of Russian-Jewry remains a crucial part of Jewish heritage today.

The course will cover the major development of the East European Jewry from the mid-eighteenth century till the present. More specifically, it will focus on the apparently largest category of modern Jewish history, i.e. modernity itself. The course will start with the discussion of what modernity means in contemporary scholarly discourse, and—more specifically—how it is applied today in historiography of East European Jewry. This introduction will provide a frame for the focus of the course: the analysis of the changing life patters and differing strategies of adopting, rejecting, or negotiating modernity in every-day lives of East European Jews.

This intensive 5-lecture mini-course (12 academic hours) introduces key broad themes that explore modernization and anti-modernization, urbanization and migration, secularization and acculturation and a new stratification of the Jewish society in East Europe. While it looks at the Russian empire and its western borderlands and Austrian Empire and its eastern borderlands, it focuses on Ukraine in its to-date geographical boundaries that include Galicia and Bukovina. The course does not have any prerequisites and provides broad contextualization of the selfimposed and empire-orchestrated reforms within the Jewish society against the backdrop of the Late Imperial Russia and the "long nineteenth century."

The course offers a short introduction to some of the key concepts and literary and cultural practices that shaped the represenations of modern Jewish spaces in Eastern Europe as well as their contemporary reconstructions and exhibitions. While focusing on (Jewish) Poland and Yiddish culture, this course introduces critical tools for understanding and interpreting modern (Jewish) contructions and experiences of space and place.

In 1939, on the eve of the Holocaust, east European Jewry constituted the most important and culturally influential Jewish community in the world. As a result of half a century of mass migration, up to 90% of world Jewry either lived in Eastern Europe or were children of immigrants from there. Jews were particularly prominent in East European cities. In Galicia, for example, Jews constituted a plurality or majority of nearly every major city. (L’viv was an exception, where they made up “only” a quarter of the population.) This course will survey the modern history of this once vital community – social, economic, political, religious and cultural – from the Polish partitions until...