Воспоминания коренных жителей Севера о национальных и вспомогательных школах-интернатах – Testimonies about boarding schools among indigenous people in Russia’s North

English text see below.

The native boarding school in Lovozero –
Национальная школа-интернат в Ловозере

Цель данной статьи – предоставить слово бывшим ученикам интернатов Севера России, с особенным упором на вспомогательных школах-интернатах советского периода, в народе приобретавшие печальное прозвище «дебилки». Материалы являются свидетельством событий с 1960-х по 1980-е годы. Я собирал эти материалы в проекте по устной истории в течение последних лет и решил опубликовать здесь небольшую часть в связи с недавним постом на фейсбуке о вспомогательных школах в местах проживания коренного населения Севера России. Пост этот за три дня вызвал более ста реакций и тридцати комментариев. Это было для меня окончательным подтверждением того, что истории о вспомогательной школе в Ловозере Мурманской области не единичные случаи, а вспомогательные школы Советского времени – больная тема для многих жителей по всему Северу России. Ниже приведенные материалы также являются дополнением к моим научным статьям на тему вспомогательных школ на Севере.

В отличии от Канады, Аляски и скандинавских стран, в России тема интернатского школьного обучения коренных детей Севера широкого общественного резонанса пока не получала – хотя есть что обсуждать, как наглядно показала упомянутая дискуссия на фейсбуке. Но особенно для западного читателя важно отметить, что среди бывших учеников в России полностью отсутствует аналог распространенному в Северной Америке дискурсу «сурвайверов», в котором общепринято называть выпускников интернатов «выжившими». Такая терминология казалась бы неуместной большинству бывших учеников в России, так как она заведомо исключает положительные воспоминания и оценки интернатов, а такие воспоминания безусловно присутствуют. К ним относятся, например, положительная оценка профессиональных перспектив и возможность подняться по социальной лестнице; также чувства благодарности и привязанности к бывшим учителям и воспитателям (не ко всем, разумеется!), относившимся к своей работе с приверженностью и с пониманием к стрессу ребенка вдали от дома. К отрицательным моментам в воспоминаниях относятся предвзятость персонала и стигматизация обществом, вклад интернатов в ассимиляцию коренного населения и утерю коренного языка и традиционного образа жизни, психологическое давление и даже насилие, вплоть до отправления подростков в психбольницы в качестве наказания. Для некоторых детей школа показала путь к социальному опусканию.

At the native boarding school in Lovozero –
Национальная школа-интернат в Ловозере

В подборке приведены воспоминания в основном от саамских, но не только, выпускников национальной и вспомогательной школ-интернатов в Ловозере. Кроме того, я включил беседу с бывшим директором вспомогательной школы; она тоже по национальности саами, что само по себе наглядный пример возможностей (или подводных камней) советской системы образования. Отобранные материалы дают представление лишь об одной, но самой темной стороне этой системы среди коренных жителей Севера – попадание здоровых детей во вспомогательные школы, использование этих школ как бы «не по назначению». Определялись такие дети в такие школы в основном в 70-е годы, часто из-за слабых знаний русского языка и советской, городской культуры. Такие «пробелы» соответствующими комиссиями часто определялись как олигофрения. Причины видятся многие, в том числе: предвзятость; заинтересованность в сохранении рабочих мест и повышенной зарплаты; улучшение жилищных показателей (дети выписывались из квартир, многие из которых были переполнены переселенцами из ликвидированных деревень). В связи с данной тематикой отрицательные моменты в этой подборке воспоминаний явно преобладают, но важно еще раз отметить, что в целом среди всех собранных мной материалах об интернатах также присутствует много положительных воспоминаний.

Транскрипция ненаучная, является компромиссом между легкой читаемостью и близостью к оригинальной речи. Это значит, что оборванные предложения, отражающие перескакивание мысли, передаются без сглаживания. Одним словом, передаются все обычные признаки живой речи. Жирный шрифт означает громкую речь, троеточие – оборванную речь (незаконченное предложение). Все имена в текстах изменены. О=отвечающий, И=интервьюер.

Публикуя данную сборку воспоминаний, хочется в первую очередь благодарить всех, кто со мной поделился. Я надеюсь, что эти голоса дадут толчок дальнейшему развитию обсуждения интернатской истории Севера и ее последствий для местного населения.

Цитаты из интервью на русском языке опубликованы ниже после англоязычного перевода этого текста.

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In this contribution, which will be mainly in Russian, I want to give the floor to the numerous voices about boarding schools among indigenous people in Russia and the former Soviet Union, which I have collected during the past years during my oral history research. The discussed period is mainly the 1960s to 1980s.

At the native boarding school in Lovozero –
Национальная школа-интернат в Ловозеро

This is complementary material to my research articles on the oral history of boarding schools (references below) and to a discussion on facebook, which I came across recently. To this day, in Russia there have been far less public discussions on the past of residential schooling among indigenous children than in Canada, Alaska and the Nordic countries. The mentioned discussion on facebook, which gathered over one hundred reactions and thirty comments within the first three days, shows, however, that there is a need to sort out the matter.

At the native boarding school in Lovozero –
Национальная школа-интернат в Ловозере

There seems not to be a demand for a discourse coined by the concept of “survivance”, contrary to for instance Canada. Such a terminology would seem inadequate to most former pupils in Russia as it would preclude the widespread recollections on the positive sides of the system. But this doesn’t mean there is no demand for talking about those schools, which heavily changed the lives of individuals and communities to this day. In my research in Lovozero, Murmansk Region, North-West Russia (also known as Russian Lapland) one of the most negative aspects of the Soviet boarding school system among indigenous children was the local, so-called remedial school for mentally disabled children, which officially had no ethnic dimension whatsoever. It existed from 1970 to 1994. The bigger school though in the village was the native boarding school, which was opened in 1959 and closed a few years ago. This was a general school with some additional elements focusing on (mostly visual and material) features of the local indigenous cultures. This latter type of schools was designed for healthy children. During my oral history research, I found out that there were many wrong appointments to the remedial school among indigenous children due to their lower level of knowledge of the majority language and culture (more information on this in my articles, see references below). However, as this was a qualitative case study in a spatially limited area and there is no other research on those schools, I had difficulties in assessing how widespread this practice was across the whole, immense Soviet North. The timely discussion on facebook gave me an answer. The initial post was about one such school in Russia’s Far East, and it triggered a cascade of comments and accounts on exactly such schools and such practices in many different places of Russia’s North. Continue reading “Воспоминания коренных жителей Севера о национальных и вспомогательных школах-интернатах – Testimonies about boarding schools among indigenous people in Russia’s North”

New book: Before Boas – The Genesis of Ethnography and Ethnology in the German Enlightenment

I would like to announce a newly published book exploring why the cradle of our discipline was to be found in ethnographic research in the Russian Arctic. The present book sums up the results of decades of research into early ethnographic scholarship during the exploration of Siberia in the 18th century and its links to the German enlightenment.

“Before Boas – The Genesis of Ethnography and Ethnology in the German Enlightenment”

Han F. Vermeulen

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(table of content)

The history of anthropology has been written from multiple viewpoints, often from perspectives of gender, nationality, theory, or politics. Before Boas delves deeper into issues concerning anthropology’s academic origins to present a groundbreaking study that reveals how ethnology and ethnography originated during the eighteenth rather than the nineteenth century, developing parallel to anthropology, or the “natural history of man.”

Han F. Vermeulen explores primary and secondary sources from Russia, Germany, Austria, the United States, the Netherlands, Hungary, the Czech Republic, Slovakia, France, and Great Britain in tracing how “ethnography” was begun as field research by German-speaking historians and naturalists in Siberia (Russia) during the 1730s and 1740s, was generalized as “ethnology” by scholars in Göttingen (Germany) and Vienna (Austria) during the 1770s and 1780s, and was subsequently adopted by researchers in other countries.

Before Boas argues that anthropology and ethnology were separate sciences during the Age of Reason, studying racial and ethnic diversity, respectively. Ethnography and ethnology focused not on “other” cultures but on all peoples of all eras. Following G. W. Leibniz, researchers in these fields categorized peoples primarily according to their languages. Franz Boas professionalized the holistic study of anthropology from the 1880s into the twentieth century.

Han F. Vermeulen is a research associate at the Max Planck Institute for Social Anthropology in Halle (Saale) and the Max Planck Institute for the History of Science in Berlin.

Before Boas: The Genesis of Ethnography and Ethnology in the German Enlightenment. Lincoln and London, NE: University of Nebraska Press, 2015. Hardback, xxvi + 720 pp. ISBN 978-0-8032-5542-5. 10 images, 6 maps, 12 tables. Price: $75.00, £52.00, € 53,95.

If you want to purchase the book directly from the publisher feel free to mention the discount (25%) code when ordering in the US with customerservice@longleafservices.org use code 6AS15.

For UK and Europe: with 20% off only £41.60* when you order using code CSF615BOAS Order online: www.combinedacademic.co.uk
Order by telephone: call Marston on +44 (0)1235 465500

Puzzling about sustainability: Coastal economies – sea water interaction

EU ACCESS project – Arctic Climate Change Economy and Society

November 11, 2014, Borealis, 10am. Organized by Arctic Centre, Dr. Anna Stammler-Gossmann

access-workshop-photoThe sustainability framework has become a powerful concept in shaping national and international objectives. Nevertheless, the concept may face considerable challenges in putting together pieces of the sustainability puzzle. There are still several uncertainties over its underlying meaning as well as effectiveness in addressing emerging social and environmental problems.
What sustainable development actually means is one of the important issues for the Northern coastal economies and international political agenda of the last decade. During the workshop practitioners and researchers will discuss the sustainability concept as applied on the regional level in the fisheries and marine mammal hunting in Russian, Icelandic, Norwegian and Canadian context.

Everybody is warmly welcome

Program
10:00 Anna Stammler-Gossmann, (Arctic Centre). Welcome and opening remark.

10:10 – 10:45 Dmitrii Klochkov (Marine Informatics, Murmansk). Sustainability and climate change issues in the Russian commercial fishery sector

10:45 – 11: 20 Halldór Þorsteinsson (Seafood Quality, Iceland). Sustainability in Icelandic: Mackerel war

11:20 – 11:55 Nikolas Sellheim (University of Lapland). Sustainability in a Canadian commercial seal hunting community

11:55 – 12:30 Nina Messhtyb (Arctic Centre). Fishing reindeer herders of Yamal peninsula

12: 30 – 13:00 Anna Stammler-Gossmann (Arctic Centre). Arctic fisheries and sustainability discourses

13:00 – 13:45 Discussion

More information: Anna Stammler-Gossmann

Solitude in the wake of Willem Barentsz

A very new book with many beautiful pictures and a colourful text made by photographer Jeroen Toirkens and writer Petra Sjouwerman, with a historical epilogue by Diederik Veerman, was recently published in the Netherlands. It tells about a trip made following the so-called ‘Barents Road’ on the Barents Region, to the area that has been described as Europe’s last wilderness. It is in the northern parts of Norway, Sweden, Finland and Russia. Just like the Barents Sea the Barents region was named in 1993 after the sixteenth century Dutch explorer Willem Barentsz. It was done at the initiative of the Norwegian minister for foreign affairs Thorvald Stoltenberg, who wanted by this way to improve collaboration between these four northern countries in the fields of culture, education, environment and indigenous peoples.

Here is an interview made with one of the authors – Jeroen Toirkens

R.L.:Jeroen, how did you get this idea to write a book about Willem Barentsz? Continue reading “Solitude in the wake of Willem Barentsz”

Willem Barentsz and cranberries on the island of Terschelling

Terschelling is a municipality and an island in the northern Netherlands. It is one of the four West Frisian Islands with population 4,830 people. Before my trip to Terschelling I had never heard about this island and I had no idea where it is. So, during this rainy autumn weekend I went there with my family. This island is famous because of two reasons: the Dutch navigator Willem Barentsz was born on Terschelling around 1555 and it is one of only two Dutch islands where cranberries grow.

It took two long hours by boat before I eventually saw the long coastal line on the horizon. I felt something what sailors may feel after a long trip on the sea when they see for the first time land on the endless water around them. Of course my trip was much shorter.

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Terschelling met us very warm and welcoming with a short sun which disappeared later behind the grey heavy rain clouds. In reality there are not so many places to see in Terschelling, we also came here at the end of the tourist season when there are not so many activities on the island.

One of this places which was important to see was the island museum ‘t Behouden Huys. It has a small but very informative exhibition about Willem Barentsz trips to the Arctic.

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Willem Barentsz is a famous Dutch navigator, cartographer, explorer, and a leader of early expeditions to the far north. He made three voyages to the Arctic looking for the Northeast passage in the north of Siberia, where he believes there is sun shining all day round which melts any potential ice on the Arctic ocean.

Photo from the museum room. On the wall there is a picture of W. Barentsz. It is written there that he died in 20 June 1597 in his way back from the Nova Zembla.

This exhibition tells about his last trip to the Arctic. One of the most amazing parts of it is the reproduction of the wooden house Barentsz and his team built when they had to survive the long polar winter on the Novaya Zemlya island. Captain Barentsz died there because of the (sea) scurvy. Remains of Het Behouden Huys were found in 1871 by the Norwegian whaler Elling Carlsen. He brought with him a large amount of treasures and sold them. In 1993-1995 the site was searched through in great detail by Dutch and Russian archaeologists. Later the Remains of the House of Willem Barentsz on Novaya Zemlya were reconstructed by an archaeological team of the Willem Barentsz Polar Institute in Groningen, Netherlands.

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Computer reconstruction of het Behouden Huys based on written information and field study (drawing by H.J. Waterbolk). Photo O. Falkena.

What we know about the Terra incognita of the Arctic

Novaya Zemlya is an archipelago in the Arctic Ocean in the North of Russia and the extreme Northeast of Europe.

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What Barentsz trip gave us is the knowledge about the Novaya Zemlya effect. The first person to record the phenomenon was Gerrit de Veer, a member of Willem Barentsz’ expedition, who saw it on the Novaya Zemlya. It is a polar mirage caused by high refraction of sunlight between atmospheric thermoclines. The Novaya Zemlya effect will give the impression that the sun is rising earlier than it actually should (astronomically speaking), and depending on the meteorological situation, the effect will present the sun as a line or a square (which is sometimes referred to as the “rectangular sun”), made up of flattened hourglass shapes.

The indigenous population of the island (from 1872 to the 1950s when it was resettled to the mainland) consisted of about 50–300 Nenets people.

From the 1954 Novaya Zemlya became the Soviet Union nuclear testing place.

And cranberries

In 1840, a barrel of cranberries, apparently packed by sailors as an antiscorbutic, washed ashore on the island’s coast, and the islanders cultivated them for their own sailors .The cranberries, finding the environment favourable, established themselves on the island. Nowadays, the cranberry fields cover 0.48 km2 (0.185 sq mi) or 48 ha (119 acres). The cranberries are mainly sold to tourists and used by the island’s restaurants and bakeries, who compete continually with each other to make the tastiest cranberry delicacies, such as cranberry jam, cranberry beer, cranberry wine and cranberry cookies.

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We enjoyed very much our visit to Terschelling. Unfortunately we missed out on the first public cranberry picking at the end of the season, due to a heavy autumn storm…..

For more information: http://pubs.aina.ucalgary.ca/arctic/arctic48-3-248.pdf

http://behouden-huys.nl/pages/sub/40366/Willem_Barentsz_Lesbrief_overwintering_.html

http://en.wikipedia.org/wiki/Terschelling