Ethnic-Regional Education as a Social Institute: Features of Functioning in Siberia

Tyumen State University Herald. Social, Economic, and Law Research


Release:

2016, Vol. 2. №4

Title: 
Ethnic-Regional Education as a Social Institute: Features of Functioning in Siberia


About the author:

Elena A. Lyubimova, Cand. Sci. (Soc.), Associate Professor, Department of General and Economic Sociology, Tyumen State University; e.a.lyubimova@utmn.ru

Abstract:

The article examines institutional characteristics of Russian ethnic-regional education using the example of indigenous peoples of the Russian North. The key aim of the research is to detect the features of functioning of this social institute. Multicultural character of the region, its polyethnicity, and the need to preserve the integrity of cultural and educational space of Russia determine the ethnic-regional educational system of the Extreme North. The educational social institute includes several levels: international, interregional, regional, and local. It imposes special requirements to coordinate its activity. Education of children of indigenous peoples of the North is a part of an education system of Russia, which is implemented taking into account the right of training in a native language. Day comprehensive schools and boarding schools function at the places of traditional accommodation and economic activity of indigenous peoples of the North. It is initiated the creation of nomadic schools where children get primary education taking into account their traditional way of life. The article illustrates the most significant results of the sociological research1 concerning the functions of the institute.

The author defines priority qualities of a teacher of a national school; the main tasks of national school; characteristics of nomadic school and its place in the modern educational environment of the region. The participants of the research characterize nomadic school as a resource form of preschool education. The author reveals general difficulties reducing efficiency of functioning of the educational social institute. The special attention is required to continuity and succession of training; forms and organizational conditions of training; contents of educational programs, material, methodology of educational process and staff.

References:

  1. Golovin A. F. 2010. “Kochevaya shkola kak sotsial’no-pedagogicheskaya osnova formirovaniya sistemy obrazovaniya na Kraynem Severe: puti stanovleniya i problemy razvitiya” [The Nomadic School as a Socio-Pedagogical Bases of Formation of the Education System in the Far North: The Ways of Formation and Development Problems]. Sibirskiy pedagogicheskiy zhurnal, no 1, pp. 252-271.
  2. Ibragimova L. A., Istrofilova O. I. 2014. Realizatsiya tsennostnogo podkhoda v obrazovanii: Kollektivnaya monografiya [Implementation of the Value Approach in Education: Collective Monograph]. Nizhnevartovsk: Nizhnevartovs State University Publishing House.
  3. Komissiya po voprosam informatsionnogo soprovozhdeniya gosudarstvennoy natsional’noy politiki [The Commission on Information Support of the State National Policy]. http://sovetnational.ru/opyit-rossii-po-kochevyim-shkolam-byil-predstavlen-vo-vremya-pervoj-nedeli-p... 
  4. Lyubimova E. A. 2016. “‘Uchitel’ v sisteme obrazovaniya detey iz chisla korennykh malochislennykh narodov Severa (po rezul’tatam serii fokus-gruppovykh interv’yu)” [The Teacher in the Educational System of Children Belonging to Indigenous Peoples (From a Series of Focus Group Interviews)]. In: Sotsial’no-professional’nyy portret uchitel’stva Yamalo-Nenetskogo avtonomnogo okruga: Informatsionno-analiticheskiy material po itogam sotsiologicheskogo issledovaniya. Tyumen: Tyumen State University Publishing House. 
  5. Neustroev N. D., Neustroeva A. N. 2013. “Sotsializatsiya detey, vedushchikh kochevoy obraz zhizni s roditelyami” [The Socialization of Children Leading a Nomadic Life with Their Parents]. Sovremennye problemy nauki i obrazovaniya, no 6, pp. 226-229. 
  6. Permanent Forum on Indigenous Issues Report on the fifteenth session (9-20 May 2016). 2016. United Nations. New York. http://www.un.org/esa/socdev/unpfii/documents/2016/15th-session/Report_of_the_Permanent_Forum_15th_S...
  7. The Federation Council of the Federal Assembly of the Russian Federation. 2012. Sovremennoe sostoyanie i puti razvitiya korennykh malochislennykh narodov Severa, Sibiri i Dal’nego Vostoka Rossiyskoy Federatsii [Current Status and the Development of the Indigenous Peoples of the North, Siberia and the Russian Far East].
  8. The Russian Government Resolution of October 12, 2012 no 1906-r (edited February 2, 2015) “Ob utverzhdenii Plana meropriyatiy po realizatsii v 2012-2015 godakh Kontseptsii ustoychivogo razvitiya korennykh malochislennykh narodov Severa, Sibiri i Dal’nego Vostoka Rossiyskoy Federatsii” [Approval of the Action Plan to Implement the Concept of Sustainable Development of Indigenous Peoples of the North, Siberia and Far East of the Russian Federation in 2012-2015]. www.consultant.ru/document/cons_doc_LAW_136517
  9. Vserossiyskaya perepis’ naseleniya, 2010 [All Russian Population Census 2010]. www.gks.ru/free_doc/new_site/perepis2010/croc/perepis_itogi1612.html
  10. Zhirkova S. G. 2010. “Kochevaya shkola: istoriya i sovremennost’” [Nomadic School: History and the Present]. Sibirskiy pedagogicheskiy zhurnal, no 2, pp. 276-284.