Liminality between the lines: self-defined, socially constructed and ontological constraints in the narratives of Russian-medium school teachers in Estonia

Abstract

Purpose

This study explores the segregated context of Estonian education systems, where Estonian and Russian medium schools coexist. Using the underrepresented theory of liminality in sociology, the author examines the vulnerable positions of teachers in Russian-medium schools.

Design/methodology/approach

This study employs a qualitative research design with semi-structured interviews as the main method, the snowball sampling technique of data collection and a hybrid thematic analysis. The sample includes 27 teachers from around Estonia.

Findings

The findings reveal that these teachers experience different forms of liminality, shaped by self-defined, socially constructed and ontological constraints. These liminal moments foster teacher reflexivity, serving as a catalyst for their transformations while navigating the state of “in-betweenness.”

Practical implications

Practically, as Estonia continues to navigate its educational reforms and cultural shifts, recognizing and addressing the liminality of Russian-medium school teachers is crucial for promoting diversity, equity and inclusion within the nation’s educational landscape.

Originality/value

The study brings theoretical novelty to the anthropological theory of liminality, combining it with a new empirical case of the Estonian parallel education system, which had been under-explored from the side of the Russian-speaking community (particularly the Russian-medium schools).

Citation

Zaichenko, L. (2024), "Liminality between the lines: self-defined, socially constructed and ontological constraints in the narratives of Russian-medium school teachers in Estonia", International Journal of Sociology and Social Policy, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/IJSSP-10-2024-0487