Visual markers of cultural identity in the perceptions of educational advisors to principals of contemporary Russian schools

A new position has now been introduced in Russian schools: advisor to the director for educational work and interaction with public organizations. This study analyzes the results of a free-association survey conducted among three focus groups – schoolchildren, university students, and educational advisors – regarding their interpretation of the concept of “cultural sovereignty”. The findings indicate that the concept is predominantly perceived from the standpoint of “ensuring independence” and “protection from destructive influence”, with less association to the preservation of “cultural identity”. The category of identity was present in the definitions of only 14.5% of the schoolchildren, 23.5% of the students, and 16% of the educators. Subsequently, the research focused on identifying the presence of visual markers of cultural identity. It was determined that such markers are characteristic primarily of educators (found in 100% of their responses), indicating the presence of specific imagery in their understanding of identity. The responses of schoolchildren and students were more abstract and generalized. The visual field of the concept “cultural identity” for all the respondent groups is built around connections with folk culture: traditions, crafts, folklore, and language. Images of cultural spaces and art were also fairly common. Notably absent were visual markers demonstrating a connection to locality (cities, landscapes), science, technology, or modern achievements. This suggests a predominance of a cultural-historical perspective in the perception of sovereignty and identity, but it also points to a degree of stereotyping and a disconnect from modernity. A direct associative method implemented with the educators confirmed these results. The educational practices of the advisors are primarily concentrated on traditional formats (e.g., conversations) or officially established programs (e.g., “Conversations about Important Things”). Over half of the educators experienced difficulties in defining methodological approaches aimed at fostering a value-based attitude towards the concepts “cultural sovereignty” and “identity”, highlighting a clear need for enhancing the preparation of teachers for this work. It has been concluded that there is a shortage of a semiotic approach to the implementation of this training.

cultural identity, visual images, educational advisors, questionnaire