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Acknowledgements
Research support for this project was given by the Institute for International Education through a Fulbright Research Fellowship programme in 2002/2003. I also offer thanks to an anonymous referee for their comments and advice.
Notes
1 The programmes Technical Assistance for Commonwealth of Independent States (TACIS) and Poland and Hungary: Aid for Economic Restructuring (PHARE) are European Union initiatives established to foster economic transition in post-socialist states (see Bailey & de Propis, Citation2004).
2 For example, all three Baltic states signed association agreements on 12 June 1995, while Estonia and Latvia submitted accession applications on 24 November 1995 and 13 October 1995, respectively (see Deksnis, Citation2001).
3 The CSCE became the Organisation for Security and Cooperation in Europe at the 1994 Budapest meeting. Since the majority of the time frame studied here is after 1994, I use the latter name of the organization.
4 For an argument linking ethnically concentrated areas and conflict see especially (1981, 1985, 1994).
5 Author interview with the Minister on 5 January 2003 (Riga).
6 The Latvian Saeima refused to approve the Convention in May 2000, March 2001 and September 2002. However, the Framework Convention was ratified on 26 May 2005.
7 Individual European nations also funded language programmes (see, for example, RFE/RL Daily Report, 27 August 1999).
8 For a comparison with Estonia see Galbreath (Citation2003).
9 Latvia signed the agreement on 4 February 1992, while Estonia did so on 27 February 1992. Incidentally, Lithuania was the first to sign the accord on 31 January (see RFE/RL Newsline, 6 February 1992 and 2 March 1992).
10 For a discussion of the institution of ombudsman in the Baltic states see Dreifelds (Citation2001).
11 The educational reforms implemented for secondary education at the beginning of the 2004 school term mandated that previously Russian language schools would be converted to 60% Latvian and 40% Russian language instruction. A considerable show of resistance came from the Russian-speaking community, but to little effect. The 2005 school term began with no large demonstrations or much notice in the Russian language media. See Galbreath and Galvin (Citation2005).