CONTEMPORARY EURASIA VIII (2) ContEurVIII2 | Page 30

MANE BABAJANYAN
been an Armenian community in Georgia since ancient times, the most
considerable portion of which lives in Javakhk. Sabanadze describes the
Samtskhe-Javakheti region as “a potential zone of conflict,” referring to
the existing problems in terms of protection of minority rights and
“power-sharing” structures. 45 In their attempt to create a mono-ethnic
state, the Georgian government has opted foran isolationist policy toward
the Armenian-populated Samstkhe-Javakheti region.
Javakhk Armenians are also constantly facing the need for reforms
in the sphere of education and the establishment of corresponding
institutions. 46 There is a problem of the so-called “Georgianisation” of
Armenian schools. Specifically, courses of the Armenian History and
Geography have been eliminated from the school curriculum, and the
time devoted to teaching the Armenian language has been reduced.
Children in Armenian schools in and out of Javakhk learn their native
language only during Armenian Language and Literature courses. All the
other subjects, including Armenian History, are taught in Georgian. 47
Moreover, those teaching Georgian in Armenian schools are paid two
times more than those teaching other subjects. 48
Due to their weak integration into Georgian society, there is a
tendency on the part of Javakhk Armenians to enroll their children in
schools where the primary teaching language is either Armenian or
Russian, instead of placing them in Georgian schools. 49 As a result, the
vast majority of Javakhk Armenians do not properly speak or understand

45
Natalie Sabanadze, Armenian Minority in Georgia: Defusing Interethnic Tension,
European Centre for Minority Issues (2001), Flensburg, Germany,
https://www.ecmi.de/fileadmin/redakteure/publications/pdf/brief_6.pdf.
46 Pavel Chobanyan, “Vrastani Nkatmamb HH Anvtangayin Qaghaqakanutyan
Mshakman Razmavarakan Koghmnoroshichneri Shurj [About the Cultivation of
Armenia’s Security Policy Strategic Determinants toward Georgia]” in Razmavarakan
Anvtangayin Hetazotutyunner, Yerevan, HH Pashtpanutyan Nakhararutyan D. Kanayani
Anvan Azgayin Razmavarakan Hetazotutyunneri Institut, (2008), 481-514.
47 Roman Karapetyan, “Hay-Vratsakan Hamaynqy yev Nranum Arka Khndirneri
Artsartsumnery Hay-Vratsakan Mijpetakan Haraberutyunnerum [The Armenian-Georgian
Community and Raising of Existing Problems in Armenian-Georgian Interstate
Relations]”. Orenqy ev Irakanutyun 1, 40,
http://ysu.am/files/%20%D5%B0%D5%A1%D5%B5%20%D5%B0%D5%A1%D5%B4
%D5%A1%D5%B5%D5%B6%D6%84%D5%A8.pdf.
48
Levon Mkrtchyan, “Krtutyany ev Gitutyan Khndirnery Hay-Vratsakan
Pokhharaberutyunnerum [The problems of Education and Science in Armenian-Georgian
Relations]” in Razmavarakan Anvtangayin Hetazotutyunner. Yerevan, HH Pashtpanutyan
Nakhararutyan D. Kanayani Anvan Azgayin Razmavarakan Hetazotutyunneri Institut
(2008), 566-572.
49 Tonoyan, “Rising Armenian-Georgia Tensions”, 296.
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