Stalin's Ninos examines how the Soviet Union raised and educated nearly three thousand child refugees of the Spanish Civil War. An analysis of the archival record and numerous letters, oral histories, and memoirs uncovers a little-known story that describes the Soviet transformation of children into future builders of communism and reveals the educational techniques shared with other modern states. Classroom education taught patriotism for the two homelands and the importance of emulating Spanish and Soviet heroes, scientists, soldiers, and artists. Extra-curricular clubs and activities reinforced classroom experiences and helped discipline the mind, body, and behaviours. Adult mentors, like the heroes studied in the classroom, provided models to emulate and became the tangible expression of the ideal Spaniard and Soviet. The Basque and Spanish children thus were transformed into hybrid Hispano-Soviets fully engaged with their native language, culture, and traditions while also imbued with Russian language and culture and Soviet ideals of hard work, comradery, internationalism, and sacrifice for ideals and others. Throughout their fourteen-year existence and even during the horrific relocation to the Soviet interior during the Second World War, the twenty-two Soviet boarding schools designed specifically for the Spanish refugee children - and better provisioned than those for Soviet children - transformed displaced ninos into Red Army heroes, award-winning Soviet athletes and artists, successful educators and workers, and in some cases valuable resources helping to rebuild Cuba after the revolution. Stalin's Ninos also sheds new light on the education of non-Russian Soviet and international students and the process of constructing a supranational Soviet identity.

Stalin's Ninos examines how the Soviet Union raised and educated nearly three thousand child refugees of the Spanish Civil War. An analysis of the archival record and numerous letters, oral histories, and memoirs uncovers a little-known story that describes the Soviet transformation of children into future builders of communism and reveals the educational techniques shared with other modern states. Classroom education taught patriotism for the two homelands and the importance of emulating Spanish and Soviet heroes, scientists, soldiers, and artists. Extra-curricular clubs and activities reinforced classroom experiences and helped discipline the mind, body, and behaviours. Adult mentors, like the heroes studied in the classroom, provided models to emulate and became the tangible expression of the ideal Spaniard and Soviet. The Basque and Spanish children thus were transformed into hybrid Hispano-Soviets fully engaged with their native language, culture, and traditions while also imbued with Russian language and culture and Soviet ideals of hard work, comradery, internationalism, and sacrifice for ideals and others. Throughout their fourteen-year existence and even during the horrific relocation to the Soviet interior during the Second World War, the twenty-two Soviet boarding schools designed specifically for the Spanish refugee children - and better provisioned than those for Soviet children - transformed displaced ninos into Red Army heroes, award-winning Soviet athletes and artists, successful educators and workers, and in some cases valuable resources helping to rebuild Cuba after the revolution. Stalin's Ninos also sheds new light on the education of non-Russian Soviet and international students and the process of constructing a supranational Soviet identity.

Sevastopol, located in present-day Ukraine but still home to the Russian Black Sea Fleet and revered by Russians for its role in the Crimean War, was utterly destroyed by German forces during World War II. In From Ruins to Reconstruction, Karl D. Qualls tells the complex story of the city's rebuilding. Based on extensive research in archives in both Moscow and Sevastopol, architectural plans and drawings, interviews, and his own extensive experience in Sevastopol, Qualls tells a unique story in which the periphery "bests" the Stalinist center: the city's experience shows that local officials had considerable room to maneuver even during the peak years of Stalinist control.

Qualls first paints a vivid portrait of the ruined city and the sufferings of its surviving inhabitants. He then turns to Moscow's plans to remake the ancient city on the heroic socialist model prized by Stalin and visited upon most other postwar Soviet cities and towns. In Sevastopol, however, the architects and city planners sent out from the center "went native," deviating from Moscow's blueprints to collaborate with local officials and residents, who seized control of the planning process and rebuilt the city in a manner that celebrated its distinctive historical identity.

When completed, postwar Sevastopol resembled a nineteenth-century Russian city, with tree-lined boulevards; wide walkways; and buildings, street names, and memorials to its heroism in wars both long past and recent. Though visually Russian (and still containing a majority Russian-speaking population), Sevastopol was in 1954 joined to Ukraine, which in 1991 became an independent state. In his concluding chapter, Qualls explores how the "Russianness" of the city and the presence of the Russian fleet affect relations between Ukraine, Russia, and the West.