Fostering Social Inclusion through Multilingual Habitus in Estonia: A Case Study of the Open School of Kalamaja and the Sakala Private School
After the restoration of independence in 1991, Estonia continued with a parallel school system with separate public schools operating for Russian- and Estonian-speaking children. Seen as a developmental ‘growing pains’ of a transitional state, dur- ing the last 27 years the separate school system has contributed to infrastructural difficulties, educational injustice, and societal segregation. This