Что такое «маскулинность»? Понятийные отмычки критических исследований мужчин и маскулинностей

Данная статья рассказывает о ключевых категориях, которые определяют поле критических исследований мужчин и маскулинности (Critical Men’s Studies), широко применяются в гендерных исследованиях в целом и даже проникают в публичный дискурс. Мы рассматриваем центральный концепт данной области знания — «гегемонная маскулинность» — и его использование для анализа иерархии «субординированных» и «маргинализированных» маскулинностей. Мы также анализируем такие дискурсивные конструкты-дериваты «гегемонной маскулинности», как «кризис маскулинности» и метафора «разгневанных белых мужчин». В итоге данные понятийные отмычки позволяют нам осмыслить интерсекциональный поворот в современных гендерных исследованиях, суть которого так трудно бывает объяснить широкой общественности

Nebuliser therapy in the intensive care unit

The relationship between identity, lived experience, sexual practices and the language through which these are conveyed has been widely debated in sexuality literature. For example, ‘coming out’ has famously been conceptualised as a ‘speech act’ (Sedgwick 1990) and as a collective narrative (Plummer 1995), while a growing concern for individuals’ diverse identifications in relations to their sexual and gender practices has produced interesting research focusing on linguistic practices among LGBT-identified individuals (Leap 1995; Kulick 2000; Cameron and Kulick 2006; Farqhar 2000). While an explicit focus on language remains marginal to literature on sexualities (Kulick 2000), issue of language use and translation are seldom explicitly addressed in the growing literature on intersectionality. Yet intersectional perspectives ‘reject the separability of analytical and identity categories’ (McCall 2005:1771), and therefore have an implicit stake in the ‘vernacular’ language of the researched, in the ‘scientific’ language of the researcher and in the relationship of continuity between the two. Drawing on literature within gay and lesbian/queer studies and cross-cultural studies, this chapter revisits debates on sexuality, language and intersectionality. I argue for the importance of giving careful consideration to the language we choose to use as researchers to collectively define the people whose experiences we try to capture. I also propose that language itself can be investigated as a productive way to foreground how individual and collective identifications are discursively constructed, and to unpack the diversity of lived experience. I address intersectional complexity as a methodological issue, where methodology is understood not only as the methods and practicalities of doing research, but more broadly as ‘a coherent set of ideas about the philosophy, methods and data that underlie the research process and the production of knowledge’ (McCall 2005:1774). My points are illustrated with examples drawn from my ethnographic study on ‘lesbian’ identity in urban Russia, interspersed with insights from existing literature. In particular, I aim to show that an explicit focus on language can be a productive way to explore the intersections between the global, the national and the local in cross-cultural research on sexuality, while also addressing issues of positionality and accountability to the communities researched

Ten considerations for effectively managing the COVID-19 transition

Governments around the world have implemented measures to manage the transmission of coronavirus disease 2019 (COVID-19). While the majority of these measures are proving effective, they have a high social and economic cost, and response strategies are being adjusted. The World Health Organization (WHO) recommends that communities should have a voice, be informed and engaged, and participate in this transition phase. We propose ten considerations to support this principle: (1) implement a phased approach to a 'new normal'; (2) balance individual rights with the social good; (3) prioritise people at highest risk of negative consequences; (4) provide special support for healthcare workers and care staff; (5) build, strengthen and maintain trust; (6) enlist existing social norms and foster healthy new norms; (7) increase resilience and self-efficacy; (8) use clear and positive language; (9) anticipate and manage misinformation; and (10) engage with media outlets. The transition phase should also be informed by real-time data according to which governmental responses should be updated

ON THE ISSUE OF SOCIOCULTURAL IDENTIFICATION

The article is devoted to the effectiveness of humanitarian education that is largely determined by correctly found methods of working with the audience. Dialogical form of education, stimulating active creativity of students, continues to prove its viability and effectiveness. Its advantages are even more highlighted against the background of actively implemented in recent forms of testing and online education. At the same time, it is necessary to look for other active and interactive methods, involving all possible ways of learning, including achievements in the field of computer educational technologies. The effectiveness of the students' personal development largely depends on the space in which he/she plunges into the educational and extracurricular time. Therefore, the process of modern education involves the creation of a special sociocultural environment in the University. The more natural this space is, the more natural is the process of personal development. At the same time, the sociocultural environment is not only self-adjusting, but also a regulated system that requires attention and effort. The concept of education as a process of sociocultural identification is particularly relevant for foreign students studying in Russia. For them, the formation of sociocultural identity is a process of sociocultural adaptation. The study of the Russian language is fundamentally important in this process. It seems that the inclusion of linguistic and cultural knowledge in the process of teaching Russian to foreigners ensures the strength of their speech skills, contributes to a more successful adaptation of students to the Russian sociocultural environment. That's why teachers of the Faculty of Russian Language and General Educational Disciplines of Peoples' Friendship University of Russia (RUDN University) combine the teaching of Russian with the simultaneous study of modern culture, starting at the initial stage of training. They pay special attention to such types of extracurricular activity as a lesson-concert, thematic evenings, student competitions, Olympiads etc. These after-class activities are a powerful tool for the development of listening and speaking skills. They play an important cognitive role while helping the students to adapt to the new social reality. A great help in the process of adaptation is provided by the teacher himself. The teachers' professionalism and pedagogical tact are used to create a favorable atmosphere in the classroom. Furthermore, it is of high importance that the teachers' sociocultural identity has strong foundations. The foreign students, in order to activate their readiness for tolerant interaction (not only with members of their group, but also with other people regardless their national, cultural, religious or other views) should be educated in a tolerant environment that is created by the teacher. One of the main mechanisms of teaching tolerance is dialogue. That is why, we believe it is necessary to organize creative and cultural group activities during the whole process of teaching Russian. Nowadays, the teacher needs to link the educational process with extracurricular activities to gain the educational interest of the students and nourish their sociocultural adaptation

Post-crisis development of the Russian foreign trade at the national and regional levels: a comparative analysis

The article sequentially examines the effects of the global crisis and the ways of post-crisis recovery. The study investigates the role of the foreign trade in conducting of present social and economic domestic problems of the modern Russia and the entry of the Russian Federation as an equal member into the international division of labor. It`s made a comparative analysis of the foreign trade of Russia at the national and regional levels over the last decade. The Russian Federation as a whole and the Sverdlovsk region are the objects of the study. There is a special significance of that study during the period when the Russian Federation became a member of the World Trade Organization. In this regard, it`s emphasized the crucial state of the Russian economy and the prospects of its future development.В статье последовательно рассматриваются последствия глобального кризиса и пути их преодоления. Исследуется роль внешней торговли в решении актуальных внутренних социально-экономических задач современной России и вступлении страны в международное разделение труда в качестве равноправного члена. Проводится сравнительный анализ внешней торговли Российской Федерации на национальном и региональном уровнях за последнее десятилетие. В качестве объектов исследования взяты Россия в целом и Свердловская область. Отмечается особое значение проведенного исследования в период вступления Российской Федерации во всемирную торговую организацию. И в связи с этим подчеркивается решающее значение состояния и перспектив развития российской экономики

Integration of social-economic policy of the State and social partnership: regional and sectoral aspects

Article is devoted to the Research Institute for social partnership in Russia during the transition to an innovative economy. Consistently considered the legal basis of social partnership, its content and meaning. Study of tripartite agreements on all levels: Federal, regional and industry. Special attention is given to the tripartite agreement of Sverdlovsk region in 2011-2012 and social partnership agreements for mining and metallurgical complex of Sverdlovsk region.Статья посвящена изучению института социального партнерства в России в период перехода к инновационной экономике. Последовательно рассматриваются правовая основа социального партнерства, его содержание и значение. Изучение трехсторонних соглашений ведется на всех уровнях: федеральном, региональном и отраслевом. Особое внимание уделено изучению трехстороннего соглашения Свердловской области на 2011-2012 годы и соглашению о социальном партнерстве по горно-металлургическому комплексу Свердловской области. Отмечается, что в рамках социального партнерства действуют три основных фактора социально-экономического развития: человеческий потенциал, бизнес и государство. Изучение тенденций развития социального партнерства на региональном уровне показало, что оно выходит за рамки трудовых отношений и представляет собой планы социально-экономического развития регионов, свидетельствует об усилении процесса интеграции социальных партнеров и государственной политики