The Eastern and Western mystic philosophy and allness reflected in Andrei Tarkovsky’s films

Abstract

Cilj raziskave je primerjati izobraževalno jezikovno politiko, ki se uradno izvaja v Republiki Krim, z de facto jezikovno politiko, kot se odraža v medijskem diskurzu in na družbenih omrežjih v obdobju 2014–2020. Raziskava metodološko temelji na teoriji konstruiranja družbenih vprašanj (Spector, Kitsuse 1977), ki izhaja iz načel družbenega konstruktivizma (Berger, Luckmann 1966). Študija kot osnovni delovni postopek uporablja kvalitativno analizo vsebine. Avtorji sklepajo, da uradni podatki o vernakularnem izobraževanju na Krimu delno sovpadajo z informacijami, objavljenimi v medijih in obravnavanimi na družbenih omrežjih. To se še posebej nanaša na vse manjše število tistih, ki se izobražujejo v ukrajinskem jeziku. Gledano na splošno ima izobraževalna jezikovna politika v regiji podporo večine Krimljanov (govorcev ruskega jezika).

The research cited in the article aims to compare the educational language policy officially pursued in the Republic of Crimea with the de facto language policy as it is reflected in the media discourse and social networks over the period 2014-2020. Methodologically, the research draws upon the theory of constructing social issues (Spector, Kitsuse 1977), which is based on the principles of social constructivism (Berger, Luckmann 1966). The study employs qualitative content analysis as the basic working procedure. The authors conclude that the official data on vernacular education in the Crimea partially coincide with the information published in the media and discussed in social networks. This particularly concerns the diminishing rate of those getting education in the Ukrainian language. Overall, the educational language policy pursued in the region enjoys popular support with the majority of the Crimeans (who are speakers of Russian).