This edited volume is the first to address diversity and decolonization in teaching Russian language, literature, and culture. For multicultural scholars and classrooms in both K-12 and higher education, the editors aim to expand representations of Russian speaker identities and Russian-speaking communities outside of Russia, as well as the culturally- and linguistically- diverse identities of students and scholars specializing in Russian within the US. Contributions provide concrete examples and philosophical approaches to present alternative ways to transform content and instruction in Russian Studies.

This edited volume is the first to address diversity and decolonization in teaching Russian language, literature, and culture. For multicultural scholars and classrooms in both K-12 and higher education, the editors aim to expand representations of Russian speaker identities and Russian-speaking communities outside of Russia, as well as the culturally- and linguistically- diverse identities of students and scholars specializing in Russian within the US. Contributions provide concrete examples and philosophical approaches to present alternative ways to transform content and instruction in Russian Studies.

This edited volume is the first to address diversity and decolonization in teaching Russian language, literature, and culture. For multicultural scholars and classrooms in both K-12 and higher education, the editors aim to expand representations of Russian speaker identities and Russian-speaking communities outside of Russia, as well as the culturally- and linguistically- diverse identities of students and scholars specializing in Russian within the US. Contributions provide concrete examples and philosophical approaches to present alternative ways to transform content and instruction in Russian Studies.

Since 2020, there have been various calls to action in the instruction of East European and Eurasian Languages to address the predominantly white demographics in the fields of Slavic and Eurasian studies and long-standing disparities in access and opportunities for students of the global majority. Despite these acknowledgements and drive to change the nature of the field, there persists a great deal of investigation and interrogation needed to realize the potential benefits of the inclusive East European and Eurasian language classroom. Inclusive Strategies and Critical Pedagogies for East European and Eurasian Languages offers new pathways for affirming and representing diversity, both in the regions of inquiry and in classrooms.

Since 2020, there have been various calls to action in the instruction of East European and Eurasian Languages to address the predominantly white demographics in the fields of Slavic and Eurasian studies and long-standing disparities in access and opportunities for students of the global majority. Despite these acknowledgements and drive to change the nature of the field, there persists a great deal of investigation and interrogation needed to realize the potential benefits of the inclusive East European and Eurasian language classroom.Inclusive Strategies and Critical Pedagogies for East European and Eurasian Languagesoffers new pathways for affirming and representing diversity, both in the regions of inquiry and in classrooms.

This edited volume is the first to address diversity and decolonization in teaching Russian language, literature, and culture. For multicultural scholars and classrooms in both K-12 and higher education, the editors aim to expand representations of Russian speaker identities and Russian-speaking communities outside of Russia, as well as the culturally- and linguistically- diverse identities of students and scholars specializing in Russian within the US. Contributions provide concrete examples and philosophical approaches to present alternative ways to transform content and instruction in Russian Studies.

This edited volume is the first to address diversity and decolonization in teaching Russian language, literature, and culture. For multicultural scholars and classrooms in both K-12 and higher education, the editors aim to expand representations of Russian speaker identities and Russian-speaking communities outside of Russia, as well as the culturally- and linguistically- diverse identities of students and scholars specializing in Russian within the US. Contributions provide concrete examples and philosophical approaches to present alternative ways to transform content and instruction in Russian Studies.

This edited volume is the first to address diversity and decolonization in teaching Russian language, literature, and culture. For multicultural scholars and classrooms in both K-12 and higher education, the editors aim to expand representations of Russian speaker identities and Russian-speaking communities outside of Russia, as well as the culturally- and linguistically- diverse identities of students and scholars specializing in Russian within the US. Contributions provide concrete examples and philosophical approaches to present alternative ways to transform content and instruction in Russian Studies.

Since 2020, there have been various calls to action in the instruction of East European and Eurasian Languages to address the predominantly white demographics in the fields of Slavic and Eurasian studies and long-standing disparities in access and opportunities for students of the global majority. Despite these acknowledgements and drive to change the nature of the field, there persists a great deal of investigation and interrogation needed to realize the potential benefits of the inclusive East European and Eurasian language classroom. Inclusive Strategies and Critical Pedagogies for East European and Eurasian Languages offers new pathways for affirming and representing diversity, both in the regions of inquiry and in classrooms.

Since 2020, there have been various calls to action in the instruction of East European and Eurasian Languages to address the predominantly white demographics in the fields of Slavic and Eurasian studies and long-standing disparities in access and opportunities for students of the global majority. Despite these acknowledgements and drive to change the nature of the field, there persists a great deal of investigation and interrogation needed to realize the potential benefits of the inclusive East European and Eurasian language classroom.Inclusive Strategies and Critical Pedagogies for East European and Eurasian Languagesoffers new pathways for affirming and representing diversity, both in the regions of inquiry and in classrooms.