Language, (Multi-)ethnicity and Local Responses to Educational Policies in a Small Tatar Town

  • Dilyara SuleymanovaEmail author
Part of the Anthropological Studies of Education book series (ASE)


The third chapter introduces readers to the provincial town where the ethnographic fieldwork was conducted and to two schools—a Tatar-medium and a Russian-medium school—where most of ethnographic data was collected. Through ethnographic engagements with the educational strategies and trajectories of the town’s families, this chapter reveals the effects that the post-2000 Russian educational reforms had on the local population, how families responded to them, and how local schools and educators adapted to the new changes. It uncovers a terrain of local debates and concerns regarding, for example, which school to send children to or how recent educational reforms, like the Unified State Examination, have jeopardized young people’s educational and professional chances. This chapter also addresses local tensions that unfold in classrooms around Tatar language lessons, exposing the contested nature of language as an ethnic marker.


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Copyright information

© The Author(s) 2020

Authors and Affiliations

  1. 1.University of ZurichZurichSwitzerland

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