Russian Teachers Dealing with the Full-Scale Invasion of Ukraine as a Classroom Issue

Y

30

Foreign Countries; War; Controversial Issues (Course Content); Teaching Methods; Teacher Attitudes; Political Issues; Classroom Communication; Student Attitudes; Emotional Response; Discussion (Teaching Technique); Opinions; Civics; Teacher Student Relationship; Political Attitudes; Professionalism; Teacher Responsibility

Russia; Ukraine

1611-9665
1618-5293

Purpose: This study investigates teachers' professional judgement about Russia's war on Ukraine as an unplanned, controversial classroom issue. Design: It employs 26 interviews with Russian teachers collected during the invasion's first month. Findings: The analysis identifies six situations and five teaching approaches that emerged in response to these, with varying degrees of student voice and political commitment. The inclusion of student voice is limited by perceived student passivity, lack of skill, and political disagreement with students. Satisfaction with the status quo, lack of social status, and fear of harming students were obstacles to pursuing political commitment. Research implications: By exploring the dynamics of depoliticisation in the classroom, this article adds to the literature on the co-construction of authoritarianism in Russia. It also highlights practices of resistance and 'everyday politics' stemming from teacher professionalism as a function of individual and structural factors.

As Provided

2024

EJ1429293