Pedagogies of Culture: Schooling and Identity in Post-Soviet Tatarstan, Russia

Chapter 1/Introduction: Education and the Politics of Belonging in Russia Chapter 2: Producing the Citizen: Political Dynamics of Education in Post-Soviet Russia 2.1 De-centralization of post-Soviet education 2.2 Constructing post-Soviet nationhood in Tartarstan 2.3 Recentralizing education: the politics of unity Chapter 3: Language, (multi-)ethnicity and Local Responses to Educational Policies in a Small Tartar Town 3.1 Staging and living ethnic diversity 3.2 Introducing schools 3.3 Sustaining schoolin post-socialist conditions 3.4 Schooling in a native language: a dead-end? 3.5 A zero-sum game: Russian versus Tartar in classrooms Chapter 4: Pedagogies of Culture Learning to Perform, to Belong, and to Remember 4.1 Ethnic culture as a pedagogic technique 4.2 Learning the value of mother tongue 4.3 Learning to be a patriot: concurrent discourses about motherland 4.4 Learning to memorize and learning to remember: history teaching at school Chapter 5: Pedagogy of Islam: Madrasa Education and Moral Upbringing 5.1 Madrasa courses and local religious revival 5.2 Religious and secular in madrasa education 5.3 The pedagogic potential of Islam Chapter 6: "I'm Only Half!": Negotiating Identities at School 6.1 Practices of ethnic categorization in classroom 6.2 Meanings and strategies of ethnic belonging Chapter 7: Conclusion.