Reviews

Based on an empirical exploration of the processes of identity construction in the institutional context of Tatar and non-Tatar gymnaziias (high schools) in two different districts of Kazan, the capital of the Republic of Tatarstan, in 1999-2000, this article aims at illustrating how Tatar national secondary schools create and reinforce static notions of ethnic Tatar identity, and how this identity construction is part of a complex dialogue between political discourse, institutional praxis, and everyday life: Whence the first of these three areas defends the idea of integration, the second promotes segregation, and the third manifests transgression between the lines of identities. The author notably shows how amid a new generation of pupils with parents originally from rural areas family and school discourse commonly fosters a strong sense of exclusion. At the same time, A. A. Venguer also recommends that pupils be educated in mixed environments where differences are accepted along with different languages and culture.

The Redaction
CER: II-7.2-588