The Challenges and Opportunities of Lithuanian Education in the Diaspora in the Context of Globalization

• In Event: 21st-Century Challenges of Baltic School Education

Abstract

In the contemporary and unpredictably globalized world, marked not only by an excess of information but also by a lack of foundational values, Lithuanian education plays an immensely significant role in the life of the diaspora. Migration is a natural historical process, yet it bears both positive and negative consequences. One of the downsides is the distancing from Lithuania, posing a threat to the preservation of the native language, culture, and identity. The Lithuanian educational system for diaspora Lithuanians holds particular importance both for the entire nation and for individuals. This signifies not only caring for the preservation of national identity but also ensuring the well-being of our compatriots abroad.
Currently, there are around 240 Lithuanian schools worldwide, educating approximately 9,000 to 11,000 children. These schools, their development, internal structure, and growth represent a unique phenomenon in Lithuanian history, starting from the exceptional circumstances of their establishment to their operational practices. The first Lithuanian schools outside Lithuania were founded in the late 19th to early 20th centuries, primarily in the United States. After World War II, the first Lithuanian schools were established in refugee camps in Germany and Austria in 1945. Later, schools of this kind began to emerge in other countries as well. With the restoration of Lithuanian independence, the Government of the Republic of Lithuania, together with foreign Lithuanian communities, seeks to strengthen the connection of foreign Lithuanians with Lithuania, encouraging them to learn the Lithuanian language and cherish their Lithuanian identity. To aid in learning the Lithuanian language, preserving it, maintaining national identity, acquainting individuals with Lithuania's history, culture, heritage, and creating opportunities for self-expression in Lithuanian, the Lithuanian state has been funding or otherwise promoting activities related to Lithuanian education abroad since 2023. The exceptional attention given to Lithuanian schools in recent years underscores the importance of these schools and the role they play in emigration.
Thus, Lithuanian education in the diaspora plays a highly significant role. These schools are among the foremost guarantors of preserving the Lithuanian language, history, and culture. What challenges does Lithuanian education face? What role do parents play? This work explores the importance of Lithuanian education in the diaspora, focusing on the preservation of language, culture, and history in the context of globalization and emigration. As a practical example, the Lithuanian school "Rytmetys" in Norway has been chosen to serve as a practical illustration. From my perspective as the founder and leader of this Lithuanian school, I will delve into the challenges and opportunities of Lithuanian education within the diaspora. The study reveals how the school "Rytmetys" operates and the role it plays in the life of the Lithuanian community. In this context, the Lithuanian school is a unique phenomenon that exposes the characteristics of our culture, and most importantly, it safeguards the language, history, national identity, and nurtures Lithuanians worldwide.
The research demonstrates that Lithuanian education in the diaspora is a fundamental factor in preserving the Lithuanian language, culture, history, and national identity. Lithuanian schools, often operating on a voluntary basis, not only fulfill an educational role but also contribute culturally, aiding in the formation and strengthening of the Lithuanian community worldwide. Could we consider including the phenomenon of Lithuanian schools in the UNESCO heritage list? The conclusions of this work could be beneficial in shaping strategies to enhance and strengthen Lithuanian education in the diaspora. This work provides a new perspective on Lithuanian education, emphasizing its essential role in diaspora life, where cultural heritage and native language become not only the most crucial values but also the means to maintain national identity in the context of a globalized world.

Short Bio

Born in 1981 in Kaunas, Lithuania, I am a mother of four children. Currently residing in Bergen, Norway, with my entire family, my life's narrative intertwines diverse cultural and educational experiences.
In the year 2000, I completed my education at Kaunas Jesuit Gymnasium. Subsequently, from 2000 to 2006, I pursued a Bachelor's degree in Philology along with Teacher Qualification. Enriching my undergraduate journey, I spent an additional year studying English philology at Katholische Universität Eichstätt in 2003-2004.
Continuing my academic endeavors, I earned a Magister of Communication and Information from 2006 to 2008. Post my studies, I embraced a fulfilling career as a Lithuanian language teacher at Kaunas Jesuit Gymnasium. Simultaneously, I explored the dynamic realm of journalism, serving as a News Editor at a radio station. In 2013, I embarked on a new chapter by moving to Norway. Over the last decade, I've dedicated myself to the noble profession of teaching in Norwegian schools. In 2018, I took a bold step by founding the Lithuanian school "RYTMETYS", where I proudly serve as both the leader and a Lithuanian language teacher
During the pandemic, a colleague and I established a virtual Lithuanian school, providing children worldwide with the opportunity to learn the Lithuanian language. This initiative reflects my commitment to promoting education and cultural enrichment on a global scale.

Author

• Nerija Cymermonienė, Leader, Lithuanian school RYTMETYS