Supplementary schools are rather recent and growing ethnic minority community organizations in Georgia. Local individuals start supplementary schooling to provide children with courses and activities. Through integrating critical race theory and using an interview study, this research aims to investigate supplementary school leaders’ perceptions about the social positioning of themselves and their schools. The results demonstrate that leaders of these educational sites, by operating as teachers and activists, create oppositional practices, meanings, and narratives through utilizing and cultivating resistant and aspirational capitals in community
cultural wealth. The social positioning of supplementary schools shows that they, by generating oppositional meanings and symbolic actions, instilling hope, solidarity, collective action, providing formal–informal and civic education for children and community, intend to build a civil society, which portrays them as a new social movement.
In addition, this study shows the forms and context of community activism in the ethnic minority region of Georgia.
Researcher and author of the study: Narmina Guseinova
