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Pedagogies of culture = schooling an...

Suleymanova, Dilyara.

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Pedagogies of culture = schooling and identity in post-Soviet Tatarstan, Russia /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Pedagogies of culture/ by Dilyara Suleymanova.
其他題名:	schooling and identity in post-Soviet Tatarstan, Russia /
作者:	Suleymanova, Dilyara.
出版者:	Cham :Springer International Publishing : : 2020.,
面頁冊數:	xi, 203 p. :ill., digital ;24 cm.
內容註:	Chapter 1:Introduction: Education and the Politics of Belonging in Russia -- Chapter 2: Producing the Citizen: Political Dynamics of Education in Post-Soviet Russia -- Chapter 3: Language, (multi-)ethnicity and Local Responses to Educational Policies in a Small Tartar Town -- Chapter 4: Pedagogies of Culture Learning to Perform, to Belong, and to Remember -- Chapter 5: Pedagogy of Islam: Madrasa Education and Moral Upbringing -- Chapter 6: "I'm Only Half!": Negotiating Identities at School -- Chapter 7: Conclusion.
Contained By:	Springer eBooks
標題:	Education - Russia (Federation) -
電子資源:	https://doi.org/10.1007/978-3-030-27245-6
ISBN:	9783030272456

Pedagogies of culture = schooling and identity in post-Soviet Tatarstan, Russia /
Suleymanova, Dilyara.

Pedagogies of cultureschooling and identity in post-Soviet Tatarstan, Russia /[electronic resource] :by Dilyara Suleymanova. - Cham :Springer International Publishing :2020. - xi, 203 p. :ill., digital ;24 cm. - Anthropological studies of education. - Anthropological studies of education..

Chapter 1:Introduction: Education and the Politics of Belonging in Russia -- Chapter 2: Producing the Citizen: Political Dynamics of Education in Post-Soviet Russia -- Chapter 3: Language, (multi-)ethnicity and Local Responses to Educational Policies in a Small Tartar Town -- Chapter 4: Pedagogies of Culture Learning to Perform, to Belong, and to Remember -- Chapter 5: Pedagogy of Islam: Madrasa Education and Moral Upbringing -- Chapter 6: "I'm Only Half!": Negotiating Identities at School -- Chapter 7: Conclusion.

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.

ISBN: 9783030272456

Standard No.: 10.1007/978-3-030-27245-6doiSubjects--Topical Terms:

3449203
Education
--Russia (Federation)

LC Class. No.: LA839.5.T38 / S85 2020

Dewey Class. No.: 370.94745

Pedagogies of culture = schooling and identity in post-Soviet Tatarstan, Russia /
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520 $a 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.
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