Educational Policy of Russian Empire and Caucasian Families in Nineteenth to Early Twentieth Centuries: Case of Kabarda and Balkaria

This article examines the implementation of educational policies by the Russian Empire in Kabarda and Balkaria during the nineteenth and early twentieth centuries. The novelty of this study lies in reinterpreting the core concepts and objectives of these policies, which aimed simultaneously at creating a unified system of education based on the Russian language while integrating local mountain-dwelling populations into a common sociocultural framework. At the same time, these policies had to align with regional traditions and specific needs. We present an overview of the stages of development and evolution of education in Kabarda and Balkaria throughout the nineteenth century. Socio-cultural barriers that impeded educational innovations are identified, revealing how phenomena outside traditional cultural frameworks were perceived as potentially harmful threats to heritage by most members of the population. It is noted that for some considerable period, formal education was viewed negatively by many locals who feared its impact would compromise their distinct identity. Furthermore, the introduction of new types of schools, curricula, and legislative measures underpinned subsequent shifts toward modernized economic and socio-cultural identities among these groups.

Kabarda and Balkaria, Imperial educational policy, Mountainous schooling, Female education, Caucasian family structure, Childhood education in the North Caucasus