Spatial and Social Inequality in Communist Countries and in the First Period of the Transformation Process to a Market Economy

Knowledge and SpaceThis book series entitled "Knowledge and Space" is dedicated to topics dealing with the production, dissemination, spatial distribution, and application of knowledge. Recent work on the spatial dimension of knowledge, education, and science; learning organizations; and creative milieus has underlined the importance of spatial disparities and local contexts in the creation, legitimation, diffusion, and application of new knowledge. These studies have shown that spatial disparities in knowledge and creativity are not short-term transitional events but rather a fundamental structural element of society and the economy.The volumes in the series on Knowledge and Space cover a broad range of topics relevant to all disciplines in the humanities and social sciences focusing on knowledge, intellectual capital, and human capital: clashes of knowledge; milieus of creativity; geographies of science; cultural memories; knowledge and the economy; learning organizations; knowledge and power; ethnic and cultural dimensions of knowledge; knowledge and action; and the spatial mobility of knowledge. These topics are analyzed and discussed by scholars from a range of disciplines, schools of thought, and academic cultures. Knowledge and Space is the outcome of an agreement concluded by the Klaus Tschira Foundation and Springer in 2006More information about this series at

Section: Resultsmentioning

confidence: 99%

Geographies of Knowledge and Power

Marynen¹,

Gregory²,

Suarsana³

2015

“…124−129). Yet, this was just accelerating the upscaling of economic production in the capital city, which kept its extreme primacy in key economic and political branches (Meusburger, 1997) as well as corporate decision-making (Barta, 2002), and after further economic liberalization in the 1980s, became the main center of the so-called "second economy." As Nemes Nagy and Ruttkay (1989) revealed, 30.5% of the economic labor cooperatives (gazdasági munkaközösségek (GMKs)), which were semiprivate forerunners of small private enterprises, were in Budapest.…”

Section: Non-stalinist Communism After 1956 and The "Rationalization"mentioning

confidence: 99%

Ideology, Spatial Planning, and Rural Schools: From Interwar to Communist Hungary

Gyuris

2019

The author of this paper investigates the impact of political ideologies on spatial planning and the school network, especially small schools in small settlements, in twentieth century Hungary. After WWI and the resulting vast territorial losses, the interwar nationalist-conservative regime considered the country’s cultural advantage over its neighbors as a crucial prerequisite for territorial revision and launched large-scale school development projects. In the 1930s, these initiatives became increasingly exposed to political centralization and ethnopolitical attempts. The first years after WWII witnessed the restoration of war destruction and some institutional reforms, before the post-1948 Stalinist dictatorship targeted a radical demolition of small settlements and their schools now considered as “uneconomic.” Although succeeding non-Stalinist leaderships took a more tolerant stance, their attempts of limited decentralization led to regional administrative organs exploiting their own periphery, resulting in a mass closure of rural schools in the 1970s under the motto of “rationalization.”

“…124−129). Yet, this was just accelerating the upscaling of economic production in the capital city, which kept its extreme primacy in key economic and political branches(Meusburger, 1997) as well as corporate decision-making (Barta, 2002), and after further economic liberalization in the 1980s, became the main center of the so-called "second economy." As Nemes Nagy and Ruttkay (1989) revealed, 30.5% of the economic labor cooperatives (gazdasági munkaközösségek (GMKs)), which were semiprivate forerunners of small private enterprises, were in Budapest.F.…”

mentioning

confidence: 99%

Geographies of Schooling

Jahnke¹,

Kramer²,

Marynen³

2019

Knowledge and SpaceThis book series entitled "Knowledge and Space" is dedicated to topics dealing with the production, dissemination, spatial distribution, and application of knowledge. Recent work on the spatial dimension of knowledge, education, and science; learning organizations; and creative milieus has underlined the importance of spatial disparities and local contexts in the creation, legitimation, diffusion, and application of new knowledge. These studies have shown that spatial disparities in knowledge and creativity are not short-term transitional events but rather a fundamental structural element of society and the economy.The volumes in the series on Knowledge and Space cover a broad range of topics relevant to all disciplines in the humanities and social sciences focusing on knowledge, intellectual capital, and human capital: clashes of knowledge; milieus of creativity; geographies of science; cultural memories; knowledge and the economy; learning organizations; knowledge and power; ethnic and cultural dimensions of knowledge; knowledge and action; and mobilities of knowledge. These topics are analyzed and discussed by scholars from a range of disciplines, schools of thought, and academic cultures.