title: Socio-cultural transnational practices in Saturday Russian schools in Scotland
metadata.name: dc.contributor.author
metadata.value: Ivashinenko, Nina N.
metadata.lang: -
metadata.name: dc.date.accessioned
metadata.value: 2021-01-21T11:38:38Z
metadata.lang: -
metadata.name: dc.date.available
metadata.value: 2021-01-21T11:38:38Z
metadata.lang: -
metadata.name: dc.date.issued
metadata.value: 2020-12
metadata.lang: -
metadata.name: dc.identifier.citation
metadata.value: Ivashinenko N. N. Socio-cultural transnational practices in Saturday Russian schools in Scotland. Vestnik of Saint Petersburg University. Sociology, 2020, vol. 13, issue 4, pp. 443–459.
metadata.lang: en_GB
metadata.name: dc.identifier.other
metadata.value: https://doi.org/10.21638/spbu12.2020.406
metadata.lang: -
metadata.name: dc.identifier.uri
metadata.value: http://hdl.handle.net/11701/22622
metadata.lang: -
metadata.name: dc.description.abstract
metadata.value: How can socio-cultural transnational activities be related to the study of one’s heritage language?
  Why do Saturday schools promote socio-cultural transnational practices inside and
  outside of the learning process? Why would migrant families like to support socio-cultural
  transnational activities organised by the schools? This article offers answers to the questions
  posed above based on an investigation of four Russian schools in Scotland. Heritage language
  preservation is a negotiable process which flexibly responds to the interests of the parents,
  teachers and pupils who participate in the activities of the Russian schools and contribute to
  shaping their aims. These interests can be considered as the main driving forces for a wide
  range of aspects of the Russian schools’ everyday life, such as educational programmes, styles
  of teaching, the social relationship between members of the Russian school community and
  additional cultural events organised by these schools. In Scotland, Russian-speaking communities
  bring together individuals with a range of characteristics (including different paths to
  migration, skills and educational levels, national identities, and countries of origin). The present
  study has shown the importance of this diverse composition of Russian-speaking communities
  to the everyday operations of the Russian schools. This contributes to the discussion
  of socio-cultural transnational elements activities in everyday life of the Saturday schools and
  their role in the development of the migrant community. Expanding on the existing literature
  in this area, the research investigates socio-cultural transnational practices which unite the
  Russian-speaking community in Scotland itself, and create a bridge between this community
  and the Russian-speaking world.
metadata.lang: en_GB
metadata.name: dc.language.iso
metadata.value: en
metadata.lang: en_GB
metadata.name: dc.publisher
metadata.value: St Petersburg State University
metadata.lang: en_GB
metadata.name: dc.relation.ispartofseries
metadata.value: Vestnik of St Petersburg University. Sociology;Volume 13; Issue 4
metadata.lang: -
metadata.name: dc.subject
metadata.value: socio-cultural transnational practices
metadata.lang: en_GB
metadata.name: dc.subject
metadata.value: migrant Saturday schools
metadata.lang: en_GB
metadata.name: dc.subject
metadata.value: heritage language
metadata.lang: en_GB
metadata.name: dc.title
metadata.value: Socio-cultural transnational practices in Saturday Russian schools in Scotland
metadata.lang: en_GB
metadata.name: dc.type
metadata.value: Article
metadata.lang: en_GB
resources.filename: 443-459.pdf
resources.url: https://dspace.spbu.ru/bitstream/11701/22622/1/443-459.pdf
resources.format: Adobe PDF
resources.size: 665,17 kB