GRANTEE
Since the beginning of the Russian aggression against Ukraine, the occupation administration in the Kherson region tried to impose Russian standards at local educational institutions, attempting to involve local educators in this process. According to preliminary estimates, only about 10 percent of the pre-war number of schoolteachers demonstrated their readiness to become collaborators. At the same time, a significant portion of the teachers remained (at least 20% of the pre-war number) in the Russian-controlled territory of the Kherson region. They avoided possible collaboration for various reasons, and this study aims to characterize educators’ survival strategies; in particular, their motivations for agreeing or not agreeing to collaborate under the conditions of Russian occupation.