Leaving Novaȋa Zemlȋa: Narrative Strategies of the Resettlement of the Nenets

Lukin, Karina

doi:10.3368/aa.54.1.32

Cited by 2 publications

(1 citation statement)

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“…While they are, in many aspects, also valid for other indigenous groups in Russia's North, we must be aware that discrepancies in the ways in which centrally-decided policies were realised locally are considerable, and the sphere of education is no exception. ORHELIA aimed to explore how state policies that were decreed in faraway centres of political power were in turn implemented and dealt with locally in different field sites (Dudeck 2013;Allemann 2017;Laptander 2017;Lukin 2017;Stammler, Ivanova, and Sidorova 2017). By exploring this question in the area of education policy, this article follows Lyarskaia's (2013, 167) request to have more analyses of particular educational situations in the North in order to compare different settings throughout the Soviet North and assess the de-facto heterogeneity behind the apparent homogeneity suggested by regulations.…”

Section: Introductionmentioning

confidence: 99%

“I do not know if Mum knew what was going on”: Social reproduction in boarding schools in Soviet Lapland

Allemann

2018

Acta Borealia

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Biographical note: Lukas Allemann is an anthropologist and historian at the Arctic Centre of the University of Lapland (Finland). He is currently finishing his PhD thesis on the history and consequences of social engineering among Northern indigenous minorities in the Soviet Union, on the example of the relocations among the Sámi people, using mainly oral history methods. He holds a master's degree from the University of Basel (Switzerland) in Eastern European history and Russian language and literature. AbstractThis inquiry into the history of boarding schools for indigenous and quasi-indigenous, tundraconnected children in the Soviet part of Lapland tries to answer why children were sent to a boarding school despite their parents living in the same village, and also why an additional school for mentally disabled children, a school half as big as the boarding school for 'regular' children, was opened. Data from oral history interviews among former pupils and teachers, both indigenous and incomers, are combined with archival materials. Using the concepts of cynical knowledge as well as the Bourdieuan notions of social exclusion and reproduction, concealed functions of the boarding school system are identified, among which are the attenuation of housing shortage and the operation of the school out of economic interests, alongside with ethnocentric and paternalist patterns. The stigmatisation of mostly Sámi children from relocated families as mentally disabled is set in a frame of individualisation of the negative, which sought to present failures of the state's social engineering as personal fallibility.

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Section: Introductionmentioning

confidence: 99%