LEADER 03907nam 22006375 450 001 9910377839403321 005 20200630220136.0 010 $a3-030-27245-1 024 7 $a10.1007/978-3-030-27245-6 035 $a(CKB)4100000010327852 035 $a(MiAaPQ)EBC6109988 035 $a(DE-He213)978-3-030-27245-6 035 $a(EXLCZ)994100000010327852 100 $a20200214d2020 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aPedagogies of Culture$b[electronic resource] $eSchooling and Identity in Post-Soviet Tatarstan, Russia /$fby Dilyara Suleymanova 205 $a1st ed. 2020. 210 1$aCham :$cSpringer International Publishing :$cImprint: Palgrave Macmillan,$d2020. 215 $a1 online resource (208 pages) 225 1 $aAnthropological Studies of Education 311 $a3-030-27244-3 320 $aIncludes bibliographical references and index. 327 $aChapter 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. 330 $aThrough an ethnographic study of schooling in the Republic of Tatarstan, this book explores how competing notions of nationhood and belonging are constructed, articulated and negotiated within educational spaces. Amidst major political and ideological moves toward centralization in Russia under the Putin presidency, this small provincial town in Tatarstan provides a unique case of local attempts to promote and preserve minority languages and cultures through education and schooling. Ultimately, the study reveals that while schooling can be an effective instrument of the state to transform individuals as well as society as a whole, school also encompasses various spaces where the agency of local actors unfolds and official messages are contested. Looking at what happens inside schools and beyond?in classrooms, hallways and playgrounds to private households or local Islamic schools?Dilyara Suleymanova here offers a detailed ethnographic account of the way centrally devised educational policies are being received, negotiated and contested on the ground. 410 0$aAnthropological Studies of Education 606 $aEthnology 606 $aEthnography 606 $aLinguistic anthropology 606 $aEducational sociology  606 $aEducation and sociology 606 $aSocial Anthropology$3https://scigraph.springernature.com/ontologies/product-market-codes/X12030 606 $aEthnography$3https://scigraph.springernature.com/ontologies/product-market-codes/X12060 606 $aLinguistic Anthropology$3https://scigraph.springernature.com/ontologies/product-market-codes/X12020 606 $aSociology of Education$3https://scigraph.springernature.com/ontologies/product-market-codes/X22070 615 0$aEthnology. 615 0$aEthnography. 615 0$aLinguistic anthropology. 615 0$aEducational sociology . 615 0$aEducation and sociology. 615 14$aSocial Anthropology. 615 24$aEthnography. 615 24$aLinguistic Anthropology. 615 24$aSociology of Education. 676 $a370.947 700 $aSuleymanova$b Dilyara$4aut$4http://id.loc.gov/vocabulary/relators/aut$0928043 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910377839403321 996 $aPedagogies of Culture$92085009 997 $aUNINA