Bøger af Michael David-Fox

The people of Smolensk survived both of the twentieth century's most brutal dictatorships. Michael David-Fox probes their experiences under Stalinist and Nazi rule to unravel the threads of authoritarianism. Focused on personal stories, David-Fox leaves no question as to despots' reliance on the collaboration and acquiescence of ordinary citizens.

A Penetrating Exploration of the Soviet Secret Police Apparatus

Using archival materials never previously accessible to Western scholars, Michael David-Fox analyzes Bolshevik Party educational and research initiatives in higher learning after 1917. His fresh consideration of the era of the New Economic Policy and cultural politics after the Revolution explains how new communist institutions rose to parallel and rival conventional higher learning from the Academy of Sciences to the universities. Beginning with the creation of the first party school by intellectuals on the island of Capri in 1909, David-Fox argues, the Bolshevik cultural project was tightly linked to party educational institutions. He provides the first account of the early history and politics of three major institutions founded after the Revolution: Sverdlov Communist University, where the quest to transform everyday life gripped the student movement; the Institute of Red Professors, where the Bolsheviks sought to train a new communist intellectual or red specialist; and the Communist Academy, headquarters for a planned, collectivist, proletarian science.

Winner, 2016 Historia Nova Book Prize for best book on Russian Intellectual and Cultural History Crossing Borders deconstructs contemporary theories of Soviet history from the revolution through the Stalin period, and offers new interpretations based on a transnational perspective. To Michael David-Fox, Soviet history was shaped by interactions across its borders. By reexamining conceptions of modernity, ideology, and cultural transformation, he challenges the polarizing camps of Soviet exceptionalism and shared modernity and instead strives for a theoretical and empirical middle ground as the basis for a creative and richly textured analysis.

Shows that the communist system in science and higher education was created less by an intentionally-imposed Soviet model than by the pressures and agendas developed within communist societies to reshape science and learning in successive periods of upheaval and consolidation.