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L’effondrement du communisme en 1991 en Russie a conduit à la révision des manuels scolaires d’histoire en Russie et dans les anciennes républiques de l’URSS. Ce travail propose d’évaluer l’histoire récente post-communiste enseignée dans les classes supérieures du secondaire dans trois pays post-communistes. Nous allons s’attarder sur la présentation des divers périodes historiques de l’histoire Soviétique dans les manuels scolaires d’histoire en Russie, Ukraine et Estonie. Ce travail tente également d’examiner les diverses approches dans l’enseignement d’histoire dans ces trois pays, ainsi que de répondre à la question comment les nouveaux manuels redéfinissent la perception de la culture et d’histoire des élèves dans chaque pays. / Our work will examine the crucial rupture between Soviet and Russian history from 1985 (1991 in some cases) through 2010, during which rival political leaders of Ukraine, Estonia and Russia had an opportunity to develop and attempt to impose their visions of their respective national identities and their history. The main goal of this study is to provide a new understanding of the connection between history, ideology, and development of national consciousness. The focus of the previous research in this domain concentrated on each studied country in particular. Mainstream historiography left unnoticed particularities in the development of new political discourse in the peripheral states that emerged from the collapse of the Soviet Union. The proposed study project will examine the consequences of the dissolution of the USSR on the socio-political situation in Eastern Europe. It should shed light on the effects the collapse of the Soviet Union had on the intensification of ethnic, nationalist and religious discourse in several former socialist republics. We conducted a comparative study of recent history textbooks in several countries of Eastern Europe (in Russia, Ukraine and Estonia) and analyzed the new content of post-Soviet history textbooks used in Eastern European Secondary schools. Each of these countries followed a distinct path; therefore we aimed to reveal their particular search for a new national identity and citizenship during the transitional period. / В рамках данной работы мы изучили преподавание истории в школах трех постсоветских государств: России, Украины и Эстонии. Было также уделено внимание восприятию истории ХХ века населением этих стран. Были собраны, частично переведены с национальных языков и проанализированы около 50 школьных учебников истории для старших классов из России, Украины и Эстонии. Изученные учебники являются наиболее массовыми и иногда даже единственными в своем роде в школах этих государств. Анализ школьных учебников истории, приведенный в этой работе, показывает, что в отличие от России, Украина и Эстония пошли по пути преподавания подрастающему поколению националистической трактовки истории, основанной на мифах о древности своего народа, о высокой культурной миссии предков и о «заклятом враге». Россия, в свою очередь, сделала ставку на патриотическое воспитание нового поколения, умалчивая неприятные эпизоды из прошлого и прелагая новый, «позитивный» подход к изучению истории. Эта работа ставит цель не только проанализировать сложившуюся ситуацию в школьном образовании в Восточной Европе после распада Советского Союза, но и оценить роль преподавания истории в создании особенной, уникальной и, зачастую, националистической идеологии.

This thesis offers a political geography of unconventional energy development through a study of a particular fossil fuel resource called oil shale. Having long occupied a critical place in the politics and economy of certain states, most notably in Estonia, oil shale is now widely known as an ‘unconventional’ resource that is yet to become technically possible, commercially viable and socially acceptable to exploit. Following the movement through which oil shale becomes both unconventional and conventional, the thesis traces the resource through a series of geo-scientific, economic and political interventions. This study is based on analysis of technical literature and policy documents along with ethnographic fieldwork, interviews, and site visits conducted in Estonia, Colorado, Utah, Jordan, London and Brussels. Drawing together relational accounts of natural resources in political ecology and economic geography with insights from Science and Technology Studies, this project both contributes to critical research on the carbon economy and to recent debates on the concepts of materiality, anticipation, and marketization in social sciences. The thesis proposes a relational conceptualization of resource materiality, situating oil shale in multiple and conflicting forms which derive from geographically disparate practices in both resource assessment and technological development. The future of oil shale exploitation is not pre-determined by the process of global resource decline, nor is it precluded by international demands to move towards lower-carbon futures. Rather, it is determined through the conjunction of different future-oriented economic and political calculations that are entangled with resource materials and associated technological systems. Developing a non-essentialist account of markets as socio-technically distributed arrangements, the thesis argues that these rival calculations influence the design of market rules for both energy and emissions trading. The thesis concludes that what counts as ‘unconventional’ is not given, but continues to be both created and contested at the same time as it is ‘conventionalized’.

L’effondrement du communisme en 1991 en Russie a conduit à la révision des manuels scolaires d’histoire en Russie et dans les anciennes républiques de l’URSS. Ce travail propose d’évaluer l’histoire récente post-communiste enseignée dans les classes supérieures du secondaire dans trois pays post-communistes. Nous allons s’attarder sur la présentation des divers périodes historiques de l’histoire Soviétique dans les manuels scolaires d’histoire en Russie, Ukraine et Estonie. Ce travail tente également d’examiner les diverses approches dans l’enseignement d’histoire dans ces trois pays, ainsi que de répondre à la question comment les nouveaux manuels redéfinissent la perception de la culture et d’histoire des élèves dans chaque pays. / Our work will examine the crucial rupture between Soviet and Russian history from 1985 (1991 in some cases) through 2010, during which rival political leaders of Ukraine, Estonia and Russia had an opportunity to develop and attempt to impose their visions of their respective national identities and their history. The main goal of this study is to provide a new understanding of the connection between history, ideology, and development of national consciousness. The focus of the previous research in this domain concentrated on each studied country in particular. Mainstream historiography left unnoticed particularities in the development of new political discourse in the peripheral states that emerged from the collapse of the Soviet Union. The proposed study project will examine the consequences of the dissolution of the USSR on the socio-political situation in Eastern Europe. It should shed light on the effects the collapse of the Soviet Union had on the intensification of ethnic, nationalist and religious discourse in several former socialist republics. We conducted a comparative study of recent history textbooks in several countries of Eastern Europe (in Russia, Ukraine and Estonia) and analyzed the new content of post-Soviet history textbooks used in Eastern European Secondary schools. Each of these countries followed a distinct path; therefore we aimed to reveal their particular search for a new national identity and citizenship during the transitional period. / В рамках данной работы мы изучили преподавание истории в школах трех постсоветских государств: России, Украины и Эстонии. Было также уделено внимание восприятию истории ХХ века населением этих стран. Были собраны, частично переведены с национальных языков и проанализированы около 50 школьных учебников истории для старших классов из России, Украины и Эстонии. Изученные учебники являются наиболее массовыми и иногда даже единственными в своем роде в школах этих государств. Анализ школьных учебников истории, приведенный в этой работе, показывает, что в отличие от России, Украина и Эстония пошли по пути преподавания подрастающему поколению националистической трактовки истории, основанной на мифах о древности своего народа, о высокой культурной миссии предков и о «заклятом враге». Россия, в свою очередь, сделала ставку на патриотическое воспитание нового поколения, умалчивая неприятные эпизоды из прошлого и прелагая новый, «позитивный» подход к изучению истории. Эта работа ставит цель не только проанализировать сложившуюся ситуацию в школьном образовании в Восточной Европе после распада Советского Союза, но и оценить роль преподавания истории в создании особенной, уникальной и, зачастую, националистической идеологии.

The aim of this study is to investigate differences that exist in Estonia and Russia with regard to civil society, democracy and corruption and try to find out what can be possible causes to the vast differences in these two countries. Many political scientists claim that civil society plays a key role in democratic transitions. This paper takes its point of departure in 1991, when the Soviet Union collapsed and Estonia and Russia became independent. Since then Estonia has had a flourishing economy which attract many foreign investments, with Sweden as the greatest investor. The country has also managed well to adjust quickly from totalitarianism to democracy. This paper also addresses issues with corruption as it is a major problem in Russia and affects every day life in society. My results show that since Vladimir Putin came to power, Russia has got a higher degree of corruption and the evolution of democracy has gone backwards. I also found that there is a lack of social capital in the Russian society. In Estonia however, the results show that the country now has a well-functioning democracy. The legal environment for NGOs has steadily improved since Estonia became member of the EU. However, there still remain some deficit with regards to being a participating democracy at the grass-root level within the civil society. The theories used in this paper are Heidenheimer´s theory on corruption and Robert Putnam´s institutional theory on horizontal organization and social capital. The methods used are comparative case study and most similar systems design.

Nicolas de Vérone est un poète franco-italien du XIVe siècle, courtisan de Nicolas Ier d’Este, à qui il dédicace, en 1343, une de ses œuvres. Il a écrit 3 poèmes épiques de forme métrique identique mais d’inspirations profondément différentes : la Pharsale (3166 vers) raconte la guerre armée qui opposa César et Pompée en Thessalie pour la maîtrise de Rome, la Prise de Pampelune, ou Continuation de l’Entrée d’Espagne (6116 vers), est un récit qui se rattache à la tradition des aventures de Roland et de Charlemagne en Espagne avant la défaite de Roncevaux et la Passion (994 vers) narre les derniers jours de la vie du Christ.Ces 3 chansons de geste sont rédigées en franco-italien, cette langue hybride purement littéraire et probablement jamais parlée qui permet aux auteurs italiens d’adapter la geste et les héros français à un public aristocratique et bourgeois d’une Italie du Nord déjà pré-humaniste. Chacune puise son contenu à des sources clairement identifiées : les Fet des Romains, compilation française d’histoire ancienne du XIIe siècle, l’Entrée d’Espagne, épopée carolingienne d’un anonyme Padouan, la Chronique de Turpin et les Evangiles, auxquels il convient d’ajouter quelques légendes apocryphes largement répandues au Moyen Age.Les thématiques sont classiques et la lutte armée y occupe une place de choix mais le cadre des aventures narrées est singulièrement novateur en ce qu’il ne conserve aux différents éléments surnaturels de la tradition épique qu’une place minime et purement ornementale : le divin se réduit jusqu’à l’inconsistance et Dieu est un Dieu caché.Cela vient du fait que l’esprit de la chanson de geste est réinterprété à l’aune des conceptions pré-humanistes : le héros épique s’apparente désormais à un personnage romanesque et l’épaisseur psychologique qu’il gagne lui confère un statut nouveau d’homme placé au centre du monde. Le projet politique de Nicolas de Vérone est d’une étonnante modernité et prône une véritable démocratie, à l’image de la République romaine des libertés. Le sens moral de l’œuvre réserve à la prudence une place centrale en en faisant le fondement de toute action juste et droite.C’est que le sens philosophique des textes est lui-même tout à fait inédit : l’auteur concilie les vertus chrétiennes classiques et une sagesse néo-stoïcienne. Ainsi, l’humilité se fait ascèse et la mort héroïque du martyr de la foi s’apparente aux exemples des sages antiques. L’exigence de modération et la volonté de ne s’étonner de rien (nihil mirari) bien loin de la fortitudo épique, ainsi que le respect de sa nature apparaissent comme des impératifs nouveaux. Nicolas de Vérone ne nie pas la difficulté d’un tel idéal et réserve une place, à côté de la vertu absolue du sage, pour une sagesse domestique purement humaine et une parénétique. La morale s’est faite optative. / Nicolas of Verona was a 14th Century Franco-Italian poet, courtier to Nicolas Ist of Estonia, to whom, in 1343, he dedicated one of his works. He wrote 3 epic poems identical in their metrical form but each of profoundly different inspiration: La Pharsale (3166 verses) speaks of the military war between Caesar and Pompey of Thessaly for the control of Rome, la Prise de Pampelune, or Continuation de l’Entrée d’Espagne (6116 verses) is an account which relates to the traditional adventures of Roland and of Charlemagne of Spain prior to the defeat at Roncesvalles and the Passion (994 verses) narrates the last days of Christ.These 3 chansons de geste were written in Franco-Italian, a purely hybrid literary language which was probably never spoken but which enabled Italian authors to adapt la geste and French heroes for a already pre-humanist North Italian aristocratic and bourgeois audience. Each draws its content from clearly identifiable sources: The Fet des Romains, a French compilation of 12th Century ancient history, l’Entrée d’Espagne a Carolingian epic about an anonymous man from Padua, The Chronicles of Turpin and The Gospels to which it would be proper to add certain apocryphal captions commonly used in the middle ages.The set of themes are classical and the military struggle plays an important role but the setting of the adventures which are told is particularly innovative in that it only keeps a minimal and purely ornamental role for the supernatural elements of traditional epic: The divine is reduced to insubstantiality and God is a hidden God.This stems from the fact that the spirit of the chanson de geste was re-interpreted insofar as was possible in the pre-humanist conception. Henceforth the epic hero had similarities to storybook characters and the psychological depth he acquired conferred him a new status that of a man placed in the centre of the world. The political project of Nicolas of Verona was of an astonishing modernity and advocated a true democracy in the image of the freedom of the Roman Republic. The moral sense of the work reserves a central role for caution by making it the foundation of every fair and just action.The philosophical sense of the text is in itself totally original: the author reconciles classical Christian virtues and neo-stoic wisdom. Thus, humility becomes ascesism and the heroic death of the martyr for his faith is allied to that of an ancient sage. The demand for restraint and the determination to be surprised by nothing (nihil mirari), far from the epic fortitudo, as well as the respect for the nature of man appear as new imperatives. Nicolas of Verona doesn’t deny the difficulty of such an ideal and sets it along side that of the absolute virtue of the sage for purely human domestic wisdom and a parenetic. The moral is of the essence.

蘇聯解體後，有大量的俄羅斯人生活在前蘇聯加盟共和國內。像是愛沙尼亞與拉脫維亞在獨立過後，有三分之一的人口是俄裔人口。而大多數的俄裔人口都仍偏好使用俄語作為生活用語。此時，便延伸出一個問題，是否應針對這些少數民族俄裔人口之語言權利而增加官方語言。因此，在語言政策方面，便是一個極為關鍵的議題。 本論文將會先從歷史背景，亦即蘇聯時期開始討論。將各階段的語言政策一一分析，接著依序討論愛沙尼亞及拉脫維亞的語言政策之背景以及語言法之分析，最後從中找出結論。 / Many Russians lived former Soviet republics after the dissolution of the Soviet Un- ion. Therefore, one third of the population was still Russian after Estonia and Latvia independence. Most of the Russians still prefer to use Russian for daily basis. The lan- guage policy was becoming a crucial topic to discuss whether those countries should add Russian for official language. This policy would strongly relate to the language rights of minority Russians. This paper will discuss the Soviet Union historical background which analyze the lan- guage policies of different period, and then discuss the background of linguistic poli- cies and language law in order in Estonia and Latvia.

During the spring 2007 Estonia and Russia collided in the biggest international conflict among themselves since the break up of the Soviet Union. The conflict concerned about the issue of Estonia’s removal of a soviet bronze statue from central Tallinn to a garden of honour, due to Estonia thought that the statue represented oppression. Chaos developed in Tallinn with disturbances and plunder. The relations between Estonia and Russia became very strained, as Russia considered the movement of the statue wrong. This thesis has examined how the two parties have handled this international conflict through measure how international they are from an official perspective. An examination has been made to see how well the two nations follow the official perspective in a real case. To be able to measure internationalism, a model by Kjell Goldmann has been used, where the idealistic internationalist should follow a certain pat-tern; outward-looking, universalism, coexistence-orientated, moderate. The re-sult showed that Estonia follows the idealistic international pattern owing to a well developed cooperation and membership in international organizations. While Russia ended up in the opposite side, the non internationalist pattern, due to difficulties with cooperation and too much inward looking approach towards the own country. / Våren 2007 hamnade Estland och Ryssland i den största internationella konflikten sinsemellan sedan sönderfallet av Sovjetunionen. Konflikten handlade om att Estland flyttade en sovjetisk bronsstaty från centrala Tal-linn till en krigskyrkogård, då man tyckte att den symboliserade förtryck. I Tallinn blev det ett kaos med oroligheter och plundring som följd. Relatio-nerna mellan Estland och Ryssland blev mycket ansträngda, då Ryssland an-såg att det var fel av Estland att flytta statyn. Denna uppsats har undersökt hur de båda parterna hanterade denna internationella konflikt genom att först mäta hur internationella de var utifrån ett officiellt perspektiv. För att sedan studera om de handlade i en internationell konflikt utifrån den offici-ella bilden. För att kunna mäta internationalism har en modell av Kjell Goldmann använts, där den idealistiske internationalisten skall vara enligt följande mönster; utåtsträvande, universell, samarbetsorienterad och mode-rat. Resultatet visade att Estland följer det idealistiska internationella mönst-ret tack vare ett mycket utvecklat samarbete och medlemskap i olika inter-nationella organisationer. Medan Ryssland hamnade på motsatt icke idealis-tisk internationalistisk sida på grund av svårigheter för internationella sam-arbeten och för mycket inåtsträvan till det egna landet.

Some researchers argue that the immigrant integration approaches in liberal (and “Western-“) states are becoming more and more alike. Some claim that the previous philosophises of integration (i.e. multiculturalism, segregationism, universalism and assimilationism) no longer exists in liberal states. This study assesses the robustness of this “convergence claim” within an East-EU context. The purpose of the study is to analyse the policy trends of immigrant integration in the East-EU and assess the robustness of the convergence claim. The analysis and methodological approach is based on a theoretical framework of ideal-types (multiculturalism, segregationism, universalism and assimilationism). The study objects are Estonia and Poland, and the analysis is primarily based on national legislation and policy documents. The study describes the immigrant integration trends in Poland and Estonia in the “post-Soviet era”, looking at the policy trends between 1991-2008. During this period both countries have shown tendencies of segregationism and cultural monism. It is clear that Estonia and Poland (i.e. parts of East-EU) have not adopted a more “Western-style” approach regarding immigrant integration, i.e. there is no evidence of such convergence. In fact, the ethnic component of their immigrant integration approaches stands in contrast to the “convergence thesis”.