Methodological approaches to the pedagogical research of the educational system of the GULAG

This article is dedicated to the methodological approaches applied in the pedagogical research of the educational system of the GULAG, one of the most specific phenomena in the history of Soviet educational practices. The study explores the following approaches: historical-pedagogical analysis, critical pedagogy, phenomenology, narrative analysis, institutional analysis, and discourse analysis. Each of these methods provides a deeper understanding not only of the educational system of the GULAG itself but also of the mechanisms of power and violence that shaped it. The emphasis is placed on the importance of methodological pluralism and ethical consideration when studying such a phenomenon as educational practices in the labour camps. The article also highlights the need to address traumatic memory and the consequences of repressive practices. The proposed methods are useful for research in the fields of history of pedagogy, educational theory, and the study of political systems that use education as a tool for social control.