Ethnic Minority–Majority Unions in Estonia

Ethnic minority–majority unions—also referred to as mixed ethnic unions—are often seen as the ultimate evidence of the integration of ethnic minorities into their host societies. We investigated minority–majority unions in Estonia, where ethnic minorities account for one-third of the total population (Russians 26%, followed by Ukrainians, Byelorussians, Finns and other smaller groups). Using data from the 2000 Estonian census and regression models, we found that Slavic women are less likely to be in minority–majority unions than are members of other minority groups, with Russians being the least likely. Finns, who are culturally most similar to the Estonian majority population, are the most likely to form a union with an Estonian. For ethnic minority women, the likelihood of being in minority–majority unions is highest in rural areas and increases over generations, with third-generation immigrants being the most likely. Estonian women are most likely to have a minority partner when they or their parents were born abroad and when they live in urban areas. Our findings suggest that both the opportunity to meet potential partners and openness to other ethnic groups are important factors for understanding the dynamics of minority–majority unions

The challenges of renewed independence: The Baltic states since 1991

This article offers a comparative assessment of how successfully Estonia, Latvia, and Lithuania have coped with the challenges of renewed independence since 1991, focusing on various aspects of political, economic, and social development. In the post-communist context the Baltic states have clearly outpaced other former Soviet republics and also performed reasonably well in comparison to the countries of Eastern Europe. The convergence of the Baltic experience, which began already in the early 20th century, has continued in the recent past as well, as the three states have adopted a number of similar approaches in domestic politics, the search for security, and economic policy. They also face a number of similar unsolved problems, including considerable political alienation, tensions in relations with Russia, socioeconomic disparity, and demographic challenges. The most important difference in the issues confronting the Baltic states today continues to be the large non-Baltic, mainly Russian presence in Estonia and Latvia, a result of Soviet-era policies. How to effect the meaningful integration of a multiethnic society remains a continuing challenge in these two countries. In contrast, population shifts under Soviet rule never became massive in Lithuania, and ethnic relations are a minor issue there today

A practice theory approach to primary school physical activity: opportunities and challenges for intervention

A significant body of critical scholarship exists problematizing the dominant behavioural-individualist approaches to public health policy and intervention, and practice theories have been noted for their potential in providing an alternative. Children’s physical activity in primary school settings continues to be a major area of attention in public health, yet no critical examination of a practice theory approach exists in this context. This paper addresses this gap by applying the prevalent three-elements model of practices to the case of children’s school-based physical activity. Drawing on focus group, interview and observation data from pupils, staff and parents at one primary school setting in England, our analysis highlights; first, how the configurations of (a) physical resources (e.g. playground space and equipment), (b) practical know-how (e.g. a skilled understanding of performing the activity), and (c) the socio-cultural significance of practices (e.g. the values and meanings of the activity) impact how, and whether children’s physical activity happens, and is sustained or interrupted; and second, by showing how physically active practices are contingent on being simultaneously in harmony or conflict with other routinized practices of the school day. We conclude that the three-elements model offers a helpful framework for understanding school physical activity which de-centres the individual, but that there are challenges in using this analysis to support primary schools as they attempt to enable physically active practices more effectively. Further research is required to develop and evaluate a practice theory approach to promoting children’s physical activity