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Fostering Social Inclusion through Multilingual Habitus in Estonia: A Case Study of the Open School of Kalamaja and the Sakala Private School

L`Nyavskiy, Svetlana LU and Siiner, Maarja (2017) In Social Inclusion 5(4). p.98-107
Abstract
After the restoration of independence in 1991, Estonia continued with a parallel school system with separate public schools operating for Russian- and Estonian-speaking children. Seen as a developmental ‘growing pains’ of a transitional state, dur- ing the last 27 years the separate school system has contributed to infrastructural difficulties, educational injustice, and societal segregation. This article investigates the role of private schools in addressing this injustice from the analytical angle of new institutionalism, structuration and intergroup contact theories. How do these institutions challenge and aim at changing the state language regime or path dependency in the language of education? Two case studies are presented in this... (More)
After the restoration of independence in 1991, Estonia continued with a parallel school system with separate public schools operating for Russian- and Estonian-speaking children. Seen as a developmental ‘growing pains’ of a transitional state, dur- ing the last 27 years the separate school system has contributed to infrastructural difficulties, educational injustice, and societal segregation. This article investigates the role of private schools in addressing this injustice from the analytical angle of new institutionalism, structuration and intergroup contact theories. How do these institutions challenge and aim at changing the state language regime or path dependency in the language of education? Two case studies are presented in this article: The Open School, established in 2017 for children with different home language backgrounds and target- ing trilingual competences; The Sakala Private School, established in 2009, offering trilingual education with Russian as a medium of instruction. During this period of nation-state rebuilding and globalization, we investigate whether developing a multilingual habitus is a way to address the issue of social cohesion in the Estonian society in. So far, no other studies of private initiatives in Estonian language acquisition planning have been done. (Less)
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author
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
democratization, social inclusion, language acquisition, Estonia, integrated school, multilingual habitus, social cohesion
in
Social Inclusion
volume
5
issue
4
pages
98 - 107
publisher
Cogitatio
external identifiers
  • scopus:85039544453
ISSN
2183-2803
DOI
10.17645/si.v5i4.1149
language
English
LU publication?
yes
id
20e39351-8b6c-479c-80db-62e90e966455
date added to LUP
2018-01-01 12:05:57
date last changed
2018-01-14 04:37:45
@article{20e39351-8b6c-479c-80db-62e90e966455,
  abstract     = {After the restoration of independence in 1991, Estonia continued with a parallel school system with separate public schools operating for Russian- and Estonian-speaking children. Seen as a developmental ‘growing pains’ of a transitional state, dur- ing the last 27 years the separate school system has contributed to infrastructural difficulties, educational injustice, and societal segregation. This article investigates the role of private schools in addressing this injustice from the analytical angle of new institutionalism, structuration and intergroup contact theories. How do these institutions challenge and aim at changing the state language regime or path dependency in the language of education? Two case studies are presented in this article: The Open School, established in 2017 for children with different home language backgrounds and target- ing trilingual competences; The Sakala Private School, established in 2009, offering trilingual education with Russian as a medium of instruction. During this period of nation-state rebuilding and globalization, we investigate whether developing a multilingual habitus is a way to address the issue of social cohesion in the Estonian society in. So far, no other studies of private initiatives in Estonian language acquisition planning have been done.},
  author       = {L`Nyavskiy, Svetlana and Siiner, Maarja},
  issn         = {2183-2803},
  keyword      = {democratization,social inclusion,language acquisition,Estonia,integrated school,multilingual habitus,social cohesion},
  language     = {eng},
  month        = {12},
  number       = {4},
  pages        = {98--107},
  publisher    = {Cogitatio},
  series       = {Social Inclusion},
  title        = {Fostering Social Inclusion through Multilingual Habitus in Estonia: A Case Study of the Open School of Kalamaja and the Sakala Private School},
  url          = {http://dx.doi.org/10.17645/si.v5i4.1149},
  volume       = {5},
  year         = {2017},
}