Translation. Region: Russian Federation –
Source: Peoples'Friendship University of Russia
An important disclaimer is at the bottom of this article.
Yulia Shaipova, a student in the Faculty of Humanities and Social Sciences at RUDN University, is a young and promising historian. She specializes in the socioeconomic development of the Russian North and the everyday lives of Soviet youth. Over the past three years, she has built a research portfolio that includes over seven scientific publications in collections, as well as regular presentations at national and international conferences.
We spoke with Yulia to find out when her interest in history arose, why she delved into studying Komsomol construction projects in the USSR, and how scholars can combat stereotypes and misconceptions about historical facts.
How did you come to love history? Is it thanks to your history teacher at school?
Yes, my love of history began during my school years. My homeroom teacher and history teacher played a major role in this. A history graduate, she taught lessons, bringing them to life through real-life eyewitness accounts, historical sources, and historians' opinions. It was her professionalism, deep knowledge, and ability to spark interest in the past that helped me realize I wanted to pursue history professionally, and I chose the History program at RUDN University.
A historian's work often involves painstaking archival work. Could you share if, during your studies, you discovered anything in documents that made you look at a historical era in a new way?
I analyzed the minutes of Komsomol meetings and gained insight into the inner workings of how youth issues were addressed at high-priority construction sites, which were typically overlooked in the press. The statistical reports were impressive in their scale and scope. Much of the data remains classified, which only heightens my interest in studying this topic.
Your research specialization—the Russian North and Soviet youth—sounds very compelling. Why do you consider research on these topics important?
I am inspired by the lives of Soviet youth who participated in Komsomol construction projects in the Russian North and were engaged in Arctic exploration. The energy, enthusiasm, and sincere desire of those who chose this path are truly admirable. Today, amid the mass exodus of population from northern cities, studying the historical experience of the 1950s and 1960s is particularly important. This not only allows us to understand the past but can also provide valuable lessons for addressing contemporary issues in these regions.
At the All-Russian Scientific Conference "KLIO-2025" in Irkutsk, you took second place with your research on Komsomol construction projects during the "Thaw" era. Tell us about the main points and conclusions of the paper that earned you the prize.
The report demonstrated that Komsomol construction projects of the 1950s and 1960s became a powerful tool for modernizing the country, promoting technological advances, and developing sparsely populated regions. Interregional scientific dialogue proved valuable: discussing the specifics of youth construction projects with specialists in Eastern Siberia helped to gain a deeper understanding of the general organizational challenges the state faced in remote regions of the USSR.
You also won a research paper competition for a paper in French on the French perception of Nikita Khrushchev. Could you share what kind of person and politician the French considered the head of the USSR?
The French-language paper revealed a striking contrast: while Khrushchev was ironically nicknamed "Kukuruznik" in the USSR, in France he was known as "Nikita the Terrible" or "The Man with the Shoe." For the French public, he became the embodiment of change—an open, dynamic leader unafraid of direct dialogue with the West. Drawing on the works of Christian Pineau and Claude Estier, I showed how, beneath the surface of impulsiveness, the French discerned in Khrushchev a politician who managed to give the Soviet Union a "human face." I believe the jury was impressed by the choice of topic and the unusual perspectives of French historians on the Soviet leader.
You not only actively presented papers, but also participated this year in the 10th International History School at the Elbrus Educational and Scientific Complex of the Kabardino-Balkarian State University named after Kh. M. Berbekov. What do you remember about that school?
The history school's program was very comprehensive. Leading experts on the Caucasus gave lectures on the history of Kabardino-Balkaria, its mentality, and the traditions of its peoples. In addition to the academic component, the program included a thrilling cable car ride to the peak of the Caucasus Mountains, Mount Elbrus. Evenings of traditional dances and entertainment created a warm and friendly atmosphere. For me, an important aspect of the International History School was the opportunity to exchange experiences with historians from various regions of Russia, learn about promising research areas, and establish professional contacts.
History is often distorted these days, and some people believe established historical myths. How do you think a young scientist can counter stereotypes and incorrect interpretations of history?
For a young historian, the best way to combat myths is through active scholarly dialogue: participating in discussions, publishing articles, and honestly working with archives. When you hold a real document of the era in your hands, simplified and inaccurate interpretations give way to a complex and living reality.
Where do you see yourself in 10 years: a scientist at an academic institute working with archives, or a science popularizer bringing these complex topics to a wider audience through modern media? Or perhaps a combination of both?
In 10 years, I see myself as a "researcher-educator" who successfully combines academic work with the popularization of science. I plan to focus on archival research and defending my dissertation, as I believe that a deep understanding of Northern history will help us objectively illuminate the past. However, I don't want to limit myself to academia: I would like to become a "public historian" who can convey complex archival findings to a wider audience through modern media formats.
What advice would you give to someone who is just considering a serious academic career in the humanities but is unsure about its relevance?
I would recommend boldly pursuing your academic interests. The humanities are becoming increasingly important for understanding social processes, especially in the modern world. The more we explore, the clearer it becomes how much remains unexplored and requires in-depth study. Humanities specialists with specialized expertise are especially needed now. Therefore, it's important to continually develop professionally, find ways to apply your scientific discoveries in practice, and understand the impact our work can have on society. Sometimes, in completely unexpected ways, your chosen topic can become particularly relevant and become an important part of public consciousness.
Please note: This information is raw content obtained directly from the source. It represents an accurate account of the source's assertions and does not necessarily reflect the position of MIL-OSI or its clients.
