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Institutionalization of the Russian national school in the field of politics (case Sakha- and Tatar-speaking schools of the Republics of Sakha (Yakutia) and Tatarstan)

Gabdrakhmanova G.F.,

Sh. Mardzhani Institute of History, Tatarstan Academy of Sciences, Kazan, Russia; Ammosov North-Eastern Federal University, Yakutsk, Russia, medi54375@mail.ru

elibrary_id: 292391 | ORCID: 0000-0002-1796-5234 | RESEARCHER_ID: N-1811-2017

Article received: 2022.04.10. Accepted: 2022.11.28


DOI: 10.17976/jpps/2023.03.08
EDN: IYLITX

Rubric: Russia today

For citation:

Gabdrakhmanova G.F. Institutionalization of the Russian national school in the field of politics (case Sakha- and Tatar-speaking schools of the Republics of Sakha (Yakutia) and Tatarstan). – Polis. Political Studies. 2023. No. 3. P. 98-113. (In Russ.). https://doi.org/10.17976/jpps/2023.03.08. EDN: IYLITX

The research was conducted under the project “Preservation of linguistic and cultural diversity and sustainable development of the arctic and subarctic of the Russian Federation” (grant of the Government of Russia, agreement № 075-15-2021-616).

Abstract

The article problematizes the issue of the subjects of language policy. The author proposes to consider ruling and non-ruling actors in this capacity. The special institutional agreements on the use of national languages, developed as a result of their interaction, set the framework for the linguistic territorial regime. One stand-alone segment is the question of the use of languages as a means of teaching in the education system. The authorities of the federal and regional levels, ethnic groups, parental and pedagogical communities participate in its discussion. Their ideas about national languages as a means of education and the actions taken have led to the formation of a national school as an institution in the field of politics. The study of the linguistic territorial regime was undertaken based on the example of schools in the Russian republics of Sakha (Yakutia) and Tatarstan, where education is conducted in the Yakut and Tatar languages. The purpose of the article is to reveal the evolution of the institutionalization of the Russian national school in the post-Soviet period in the context of the linguistic territorial regime. To analyze this process, the ideas of historical institutionalism, comparative political science and the method of binary analysis are used. The institutionalization of the Russian NS takes place in the context of a complex intertwining of ideas and actions of the actors of the linguistic territorial regime, their contradictory communicative interactions, ongoing dependence on the Soviet paradigm of national education and the current language policy. The discrepancy is reflected in the negative dynamics of the number of Russian national schools and students studying in them.

Keywords

national school, institutionalization, linguistic territorial regime, actors, Tatarstan, Sakha (Yakutia).

 Full Text

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