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The Women's Decameron as a Legitimation ofWomen's Authorship
Bagozzi, Valentina ; Kosáková, Hana (advisor) ; Andrejs, René (referee) ; Discacciati, Ornella (referee)
This dissertation describes The Women's Decameron by Iuliia Voznesenskaia as a legitimation of women's authorship.Voznesenskaiaachievesthisgoalthroughthecreationof acommunalnarrativeact springingfrom women's nature-given generative force. This study highlights the link between motherhood and authorship by addressingthe influence of the movementMariia on the author'sideological mindset and,consequently, in the creation of The Women's Decameron. The bond between maternity and creativity is enforced by the choice of the maternity ward as the narrative space, documentsfrom Voznesenskaia'sarchival fundand the identification of maternity and creativity in the almanac Mariia. This interpretation differs fromthe author's statementson the book presenting it entirely as a deterrent tothe application of Soviet emancipatory policy in Western countries and as a piece of anticommunist satire. The author, under the appearance of social commentary literature, "concealed" a celebration of women's right to authorship, of which women were often deprived either by the regime or by the subsidiary role imposed on womenin Soviet official literature and samizdat literary circles. This study, therefore, also discusses the author's mitigation of her ideological stance by addressing her uneven status as a woman writer in her...
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Educational space of the Russian diaspora: based on the material of the magazine Russkaia shkola za rubezhom (Prague, 1923-1931)
Osinovskaia, Anna ; Nykl, Hanuš (advisor) ; Andrejs, René (referee)
This paper examines the specifics the specifics of the functioning of part of the educational space of the Russian diaspora of the first wave of emigration. An analysis of the essays published in the journal «Russian School Abroad» gives a general idea of Russian schools abroad during the first wave of emigration, their organization and teaching features, as well as options for solving various problems that arise in the course of educational institutions. About 40 essays on schools in Czechoslovakia, Yugoslavia, Bulgaria, Germany, Poland, France, Latvia, Lithuania, Estonia, Turkey, Bessarabia, Finland, Tunisia and even the USA and Manchuria were published in 34 issues of the magazine. Articles by such emigrant teachers as D.M.Sokoltsov, A.I. Tyminsky, A.T. Pavlov, and others made it possible to create a more holistic view of education abroad, to identify common problems of teaching and upbringing of students.
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