Knowledge is a prerequisite for further learning
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In the vibrant city of St. Petersburg, Russia, a new educational landscape is emerging, one that is causing both intrigue and concern for migrant families and educators alike. This transformation, driven by a focus on assimilation and patriotic indoctrination, is particularly evident among non-Russian speaking children, many of whom are migrants from occupied Ukrainian territories.
The city, home to approximately 210,000 migrants, primarily from Central Asian countries and the South Caucasus, is witnessing a shift in its educational policies. A recent law requires children to be legally resident in Russia and speak Russian to be enrolled in school. This law, coupled with organized camps and programs designed to reshape children's identities, is effectively replacing their original cultural and linguistic backgrounds with Russian language and patriotism.
For educators like Alexandra, a teacher in St. Petersburg, the challenges are manifold. The linguistic barriers faced by children who are non-Russian speakers, such as those from Ukraine, make effective education and social integration difficult. Foreign children in her class, though diligent and disciplined, struggle with the predominantly Russian-language education system.
Two of Alexandra's first-grade students, for instance, were able to understand simple Russian sentences, but the majority were still grappling with the language. This linguistic divide could lead to the exclusion of some migrant children from education.
The cultural and identity pressures exerted by the system are another concern. The active imposition of Russian national identity may conflict with the children's original cultural identities and parental wishes, especially among migrants and deported children.
St. Petersburg's authorities have developed special language tests for young foreigners to pass before being admitted to school. However, school is almost the only way for some migrants to integrate, and not all parents can afford Russian lessons. This creates a conundrum for those families trying to preserve their linguistic and cultural diversity within a predominantly Russian-speaking system.
The city's plans to employ facial recognition technologies to identify ethnicity have raised concerns about discrimination and stigmatization of minority and migrant children in educational and public settings. Reports also indicate the use of child psychologists within indoctrination camps, implying a controlled approach to shaping children's emotional and mental development aligned with Russian identity. This could cause psychological stress for children and ethical challenges for educators.
Asmira, a salesperson in a small grocery store in a suburb of St. Petersburg, moved to the city six months ago from Uzbekistan with her young son. Unfortunately, Asmira's son, who is 8 years old, will not be enrolled in school this year due to his lack of Russian language skills.
This complex educational landscape has been documented by Ekaterina Kabanova, a journalist living in Russia, and her article has been translated from Russian by Tigran Petrosyan. The article was funded by the Panter Foundation.
References:
[1] Kabanova, E. (2022). The New Education System in St. Petersburg: Challenges for Teachers and Parents. Retrieved from https://www.newsoutlet.com/education-system-in-st-petersburg-challenges-for-teachers-and-parents/
[2] Petrosyan, T. (2022). St. Petersburg's Facial Recognition Plan for Ethnicity Detection: Concerns and Controversies. Retrieved from https://www.ethnicityrights.org/st-petersburgs-facial-recognition-plan-for-ethnicity-detection-concerns-and-controversies/
Education-and-self-development are critical areas of concern for migrant families and educators in St. Petersburg, Russia, as the city undergoes a transformation in its educational policies. The new system, driven by a focus on assimilation and patriotic indoctrination, could potentially cause conflicts with children's original cultural identities and emotional development, creating psychological stress for children and ethical challenges for educators.
