In my forthcoming book Teacher education reform as political theater: Policy dramas in global contexts, I analyze how in 2014 a small group of Russian reformers enacted teacher education modernization reform despite great opposition from educators and the public. Using rich ethnographic material, the book captures how the official story of improving education obscures a radical change in purposes of schooling, in constructions of teachers’ work, and in teacher education designs. Ultimately, despite the official rhetoric, modernization reforms normalize social inequality, introduce a conservative social change, and position Russian education at the service of global corporations.

“Masks and Guises” is the second chapter from this book and uses the concept of masks to analyze the Concept of Support for the Development of Pedagogical Education. Even though most educators believed it was designed by the Russian Ministry of Education (MOE), it was written by a small group of reformers (Anton Mikhailovich [1], Joseph Abramovich, Maksim Davydovich, Vadim Alekseyevich, Oleg Victorovich, and their colleagues), most of whom were affiliated with Lyutvino Economics University (LEU). This group prepared the initial text of the policy (the LEU version); subsequently, the MOE distributed a slightly modified version for public discussion.

[1] All personal and geographic names are pseudonyms to protect participants’ anonymity and confidentiality.