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

What is it about?

This study looks at the divided nature of the Estonian education system, where schools with Estonian and Russian as the languages of instruction operate side by side. By applying the relatively new concept of liminality in sociology, the author focuses on the challenges faced by teachers in Russian-language schools. The findings show that these teachers experience different kinds of ‘in-between’ states, influenced by their personal identities, social expectations, and deep-seated beliefs. These moments of uncertainty encourage teachers to reflect on their roles, sparking personal growth. At the same time, the ways they continue certain practices—sometimes as acts of resistance, self-preservation, or loyalty to their culture—help sustain their ‘in-between’ status.

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