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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.

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.

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.”

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.

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).