|The friends call me||
|Residence||St. Petersburg / Gatchina|
|Educational background||B.A. in ELT methodology, St. Petersburg Pedagogical University (1995)
M.A. in Education Methodology, St. Petersburg Pedagogical University (1997)
M.A. in Ethnology/Ethnolinguistics, European University at Saint Petersburg (2000).
|Present position||PhD student
|Employer||Health Committee of Petrogradsky district, St. Petersburg.|
|Research interests||Ethnolinguistics. National ID and 'fakelore'.|
|Excerpts from publications||Designing Folklore as a Way of Designing National Consciousness (excerpts)
One problem is actual right now — what do we really research in cases like this — old, "real" folklore or something that was artificially constructed? Now we still have an opportunity to compare — according to informants' words — "how it has always been" and "how it is now". But, after all, for each informant personally "how it has always been" just means how it was in his childhood. For the modern generation childhood coincides with school age. So, rather soon, going to "field" we may receive fakelore instead of folklore, on a very large territory.
|Case study for the summer course||Designing Folklore as a Way of Designing National Consciousness
In this paper I would like to summarise materials of two expeditions to the Ukraine. During these trips I could notice that some information given as an answer to a researcher's questions was heard by informants over radio and television or read in books and newspapers. That means that the usual process of transition of knowledge inside the tradition is now existing parallel with the process of penetrating of knowledge into the tradition from outside. The paradox lies in the content of this knowledge. From radio and TV programmes villagers find out how they should celebrate religious holidays, what are the traditional ways of using herbs and so on. Folk tradition, instead of being source of folklore, becomes "a pupil" to whom folklore is taught. Besides mass media there are also other sources to influence traditional culture and change some of its elements. I have made an attempt to classify different sources of influencing traditional culture, intentional or unintentional. ......
|Statement of interest||I would like to get knowledge on designing national identity and ethnic politics in the post-Soviet space. During the CEU course I would like to study some theoretical aspects of the problem. The role of mass-media and school education in the process of constructing the ethnic identity would be especially interesting for me. I also would like to know what are the ways of using traditional culture and folklore for uniting people in a new independent state.
During my expeditions to the Chernovtsy region (1999-2001) I touched the problem of designing natiuonal identity in post -Soviet Ukraine. The history and culture of the nation are wildly involved in this process. The new national state needs unified tradition that is appreciated as "the real Ukrainian tradition". The school education and mass media play a great role in constructing national identity. In 1990s every Ukrainian school and institute started teaching a new subject Narodoznavstvo (folk studies). But the programme of the course is unified for the whole state and does not take into consideration local specialities. In the future this may become dangerous for cultural diversity. Perhaps it may cause some cases of nationalism, as Ukraine is a multinational state.
|Plans for the future||—|
|Hobbies||reading, playing guitar, embroidering|
|Thanks for visiting my webpage!||Spasibo, chto zashli na moyu stranichku !|
|See you soon in Budapest!||Uvidimsya v Budapeshte !|
|Contact||E-mail to: email@example.com|
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