Pedagogies of Culture: Schooling and Identity in Post-Soviet Tatarstan, Russia

ISBN-13: 9783030272449 / Angielski / Twarda / 2020 / 203 str.

Dilyara Suleymanova

Spis treści

Chapter 1/Introduction: Education and the Politics of Belonging in Russia

Chapter 2: Producing the Citizen: Political Dynamics of Education in Post-Soviet Russia

2.1 De-centralization of post-Soviet education

2.2 Constructing post-Soviet nationhood in Tartarstan

2.3 Recentralizing education: the politics of unity

Chapter 3: Language, (multi-)ethnicity and Local Responses to Educational Policies in a Small Tartar Town

3.1 Staging and living ethnic diversity

3.2 Introducing schools

3.3 Sustaining schoolin post-socialist conditions

3.4 Schooling in a native language: a dead-end?

3.5 A zero-sum game: Russian versus Tartar in classrooms

Chapter 4: Pedagogies of Culture Learning to Perform, to Belong, and to Remember

4.1 Ethnic culture as a pedagogic technique

4.2 Learning the value of mother tongue

4.3 Learning to be a patriot: concurrent discourses about motherland

4.4 Learning to memorize and learning to remember: history teaching at school

Chapter 5: Pedagogy of Islam: Madrasa Education and Moral Upbringing

5.1 Madrasa courses and local religious revival

5.2 Religious and secular in madrasa education

5.3 The pedagogic potential of Islam

Chapter 6: "I'm Only Half!": Negotiating Identities at School

6.1 Practices of ethnic categorization in classroom

6.2 Meanings and strategies of ethnic belonging

Chapter 7: Conclusion.

O autorze

Dilyara Suleymanova is a research fellow at the Zurich University of Applied Sciences, Switzerland. She has published on issues of education, politics of identity, language revitalization, online social networks, Islamic education, extremism and conflict.

Blurb

Through an ethnographic study of schooling in the Republic of Tatarstan, this book explores how competing notions of nationhood and belonging are constructed, articulated and negotiated within educational spaces. Amidst major political and ideological moves toward centralization in Russia under the Putin presidency, this small provincial town in Tatarstan provides a unique case of local attempts to promote and preserve minority languages and cultures through education and schooling. Ultimately, the study reveals that while schooling can be an effective instrument of the state to transform individuals as well as society as a whole, school also encompasses various spaces where the agency of local actors unfolds and official messages are contested. Looking at what happens inside schools and beyond—in classrooms, hallways and playgrounds to private households or local Islamic schools—Dilyara Suleymanova here offers a detailed ethnographic account of the way centrally devised educational policies are being received, negotiated and contested on the ground.