Взаимодействие школ с локальным сообществом в территориях со сложным контекстом: кейсы Нерчинского района Забайкалья, Салехарда и Нового Уренгоя в ЯНАО

Вопросы образования. 2026. № 1. С. 8–36.

Anchikov K., Obukhov A., Соловьева Е. С.

This study examines the interaction of schools with local communities through сase studies of two Russian regions: Nerchinsky District in Zabaikalsky Krai and the cities of Salekhard and Novy Urengoy in the Yamalo-Nenets Autonomous District  (YaNAD). The focus is on the characteristics of these interactions and the differences between territorial cases depending on contextual and environmental conditions. The empirical part of the study draws on  data collected in these regions during expeditions conducted by the National Research University Higher School of Economics.  Th e practical component includes an analysis of school practices of external interaction in the specified cases,  a comparison of territorial cases ,  and the identification of characteristics linking school practices with the socio-economic conditions of complex living contexts .  Th e analysis establishes the contextual dependence of school practices in engaging with local communities.  Th e socio-economic development of the territories,  the social and cultural capital of the local community ,  and the resource intensity of the local economy are identified as conditions that both constrain and enable the development of various strategies for school collaboration with external partners .  Th e high level of economic development in Salekhard and  Novy Urengoy allows schools to build partnerships with corporations and engage non - regional partners in school activities ,  while the cultural capital of the community creates opportunities for deeper and more sustainable strategies .  In contrast ,  the low resource intensity of the economy in Nerchinsky District of Zabaikalsky Krai compels schools to form interaction strategies with available resources — most often with parents and local associations — on spontaneous and situational grounds,  while the cultural capital of the population limits the implementation of complex forms of social partnership with longterm impact.

Keywords: school, школа, локальное сообщество, localcommunity, school-community interaction, territorial context, complex regional context, взаимодействие школ с партнерами, территориальный контекст, сложные региональные контексты