Education on the Russian Arctic and the impact of education policies in the cultural self-identity and communication with relatives
|Session Name||4.9 Challenges in Arctic education|
|Author(s)||Miguel Angel Julian Carrillo (Asociación Nacional del Ártico y del Antártico, Spain)|
After 10 years travelling across Siberia and the Far North of Russia in winter, I have visited many schools, and exchanged experiences with teachers and kids.
Sharing knowledge and concerns, I have been able to compile a series of common needs to be improved, some problems faced by all of them, and shared claims.
On this study I will try to answer some questions related to the education they are receiving, how it affects their self-identity and how they foreseen their future. The communication with relatives is also an unexpected language issue that I found while this study was done.
Methodologically, I created two types of questionnaires delivered to schools, addressed to kids and teachers. I finally applied the qualitative comparative method (QCA) to compare the results across the different subjects of the study.
The schools located in very small settlements in the Russian North, with less than 1,500 inhabitants, were the subjects of the study.
The results obtained on this study should make reconsider the education policies applied, the self-identity loss in minority ethnic groups, and their imminent danger of disappearance, not only at the language level, but at the level of self-identity.
How education policies affect the nomadic families is also reflected here. The Russian assimilation impact on kids is high, and most of them quickly lose the interest for the own family way of life.
Finally, some suggestions will be proposed, comparing with education policies applied in Canada, Alaska, Greenland and Scandinavia.
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