Russia: Ethnic Differentiation in Education in a Context of Debates on Cultural Diversity, Autonomy, Cultural Homogeneity and Centralization

Abstract

This book chapter offers a systematic review of sociological research in Russia on the relationship between ethnicity and educational inequality between 1980 and 2016. Five major research perspectives are identified: (1) languages of school education; (2) school quality and ethnic background; (3) socio-cultural differences and education; (4) problems of migrants and receiving society and (5) students’ inter-ethnic relations, with research on ‘school quality and ethnic background’ and ‘problems of migrants and receiving society’ being the most dominant research traditions. Most of the research conducted in Russia employs a quantitative and critical, positivistic approaches and focuses on the educational problems various ethnic minority indigenous populations are encountering. Migration streams from former republics of the USSR are generally considered a new and hence, less researched problem for Russia. This body of research is written mainly in Russian and developed by sociologists in a context characterized by collaboration between the research community and the government in conducting policy relevant research in relationship to the challenges experienced by ethnic minorities and migrants in Russia. This research is carried out in the post-Soviet context that is characterized by the situational dynamics – from phases of so called “parade of sovereignties” with growing demands for cultural autonomy of various sub-national regions and ethnic minority groups to the stage of more centralized model of ethno-linguistic regime in educational domains.