Abstract
ABSTRACT In this article, I examine the unique educational context of Estonia, which is distinct due to its parallelism (schools with Russian and Estonian languages of instruction co-exist in one national space). I introduce the transformative modes of agency of teachers from schools with Russian as the language of instruction using a morphogenetic approach in combination with symbolic interactionism. Applying a semi-structured interview method with 27 teachers around Estonia, I develop four ‘modes of transformation.’ My main conclusion is that teachers’ most morphogenetic practices are predominantly connected with social reproduction, while the practices they reflexively choose to replicate are consistently personally transformative.
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