Traditional Even Child Rearing in Nomadic Conditions

Abstract

This article deals with the problem of indigenous peoples’ child-rearing practices based on their traditional way of life, language and authentic ethnic culture against the background of a strong national revival of the peoples of the Russian Federation. It shows that inclement natural and climatic conditions and the vulnerable traditional way of life of indigenous peoples of the North have necessitated creation of a special national policy towards their sustainable development, which would provide for an action framework to preserve their indigenous culture, traditional way of life, and primordial living environment. In particular, it resolves the essential contradiction between the existing unified system of school education and the relevance of variable organization of traditional education for children of the indigenous peoples of the North in the nomad camp, based on their ethnic, psychological, and physiological features of development. A model for traditional Even child rearing in the nomad camp has been developed and tested as a new form of organizing children’s life during summer holidays in the North. Special aspects of educational environment for Northern children in the nomad camp have been substantiated based on a curriculum with an ethnic focus aiming to form their identity as native speakers of the language and bearers of the culture of their people and as members of the northern ethnic group. The effectiveness of ethnocultural education of Even children in the nomad camp has been experimentally proved through an ethno-pedagogical theory and practice in specific natural conditions of the North.

Training of future tutors for of the main small nomadic school of the North

“…In these conditions, it is extremely relevant to train multi-skilled teachers who own tutorial technologies for managing the school and organizing qualitatively educational process with students; for developing curricula, maintaining school legal documentation and financial statements. An analysis of the experience of teachers working in ungraded and nomadic schools allows for conclusion that at present they possess these competencies insufficiently [27].…”

Tutor Support in the Ungraded School of the North

“…The specifics of the teacher-tutor's work in the nomadic schools of the North combines the knowledge and consideration of the ethno-Sep. 2020, Vol. 8, SPE(3), e708 http://dx.doi.org/10.20511/pyr2020.v8nSPE3.708 educational and ethno-psychological characteristics of the organization of the learners' educational process (Neustroev et al, 2019).…”

Russian Formal and Informal Education: Siberian Experience of a Dialogue of Cultures

“…It was customary to familiarize children with nature and to teach them traditional professions that are necessary for life in the tundra, taiga, or near the ocean. The harsh climatic conditions of the North, the nomadic and semi-nomadic way of life, and the economic and domestic isolation of the peoples left a specific imprint on the nature of folk education, the role and place of ethno-pedagogical experience in the period preceding the mass state school (Neustroev et al, 2019b).…”