Welcome to the PEER Network's Central Asia Hub. The hub includes four post-Soviet countries (Kazakhstan, Kyrgyzstan, Tajikistan and Uzbekistan) led by Nazarbayev University in Kazakhstan. At the Hub, we welcome scholars who engage with the political economy analysis of education systems in identified countries. The Hub is established to support early career researchers in the region, promote the creation of locally owned knowledge, and facilitate knowledge sharing and collaboration.

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Outline

The Central Asia Hub page includes:

Lecture series on the political economy of education and conflict in the Central Asia region
Suggested readings and links to key education debates in Central Asia
Russian translations of key articles
Profiles of PEER Research & Practice Fellows
Workshop Resources for PEER Research & Practice Fellows

Central Asia Hub lecture series

In these seminar series, Central Asia scholars are invited to present their completed and on-going research on issues of education in Central Asia within a political economy analysis framework. These series are aimed at all those who seek to better understand the complex situations facing education systems in Kazakhstan, Kyrgyzstan, Uzbekistan and Tajikistan. They are recorded and freely available to watch by clicking the links below.

Central Asia Hub Seminar Series May-June 2021

Central Asia Hub Seminar Series September-December 2021

PEER Research & Practice Fellows

Reflection and discussion

Suggested reading and translated articles

Amsler, S. (2007). The politics of knowledge in Central Asia: science between Marx and the market. Routledge.

Akçalı, P., & Engin-Demir, C. (Eds.). (2013). Politics, Identity and Education in Central Asia: Post-Soviet Kyrgyzstan. Routledge.

Bridges, D. (Ed.). (2014). Education reform and internationalisation: the case of school reform in Kazakhstan. Cambridge University Press.

Chankseliani, M., & Silova, I. (Eds.). (2018). Comparing post-socialist transformations: purposes, policies, and practices in education. Symposium Books Ltd.

Earnest, J., & Treagust, D. F. (Eds.). (2006). Education reform in societies in transition: International perspectives. Sense Publishers.

Heyneman, S. P., & De Young, A. J. (Eds.). (2006). The challenges of education in Central Asia. IAP.

Jules, T. D., Shields, R., & Thomas, M. A. (Eds.). (2021). The Bloomsbury Handbook of Theory in Comparative and International Education. Bloomsbury Publishing.

Makoelle, T. M., & Somerton, M. (Eds.). (2021). Inclusive Education in a Post-Soviet Context: A Case of Kazakhstan. Springer Nature.

Mignolo, W. D. (2011). The darker side of Western modernity. Duke University Press.

Steiner-Khamsi, G. (Ed.). (2004). The global politics of educational borrowing and lending. Teachers College Press.

Silova, I. (Ed) (2011). Globalization on the Margins: Education and Post Socialist Transformations in Central Asia. IAP.

Silova, I., & Niyozov, S. (Eds.). (2020). Globalization on the margins: Education and post-socialist transformations in Central Asia. IAP.

Silova, I., Piattoeva, N., & Millei, Z. (2018). Childhood and schooling in (post) socialist societies. Memories of Everyday Life. Houndmill/Basingstoke.

Silova, I., Sobe, N. W., Korzh, A., & Kovalchuk, S. (Eds.). (2017). Reimagining Utopias: Theory and method for educational research in post-socialist contexts. Springer.

Papers

Afzal Tajik, M., Shamatov, D., & Fillipova, L. (2021). Stakeholders’ perceptions of the quality of education in rural schools in Kazakhstan. Improving Schools, 13654802211031088.

Almukhambetova, A., & Kuzhabekova, A. (2020). Factors affecting the decision of female students to enrol in undergraduate science, technology, engineering and mathematics majors in Kazakhstan. International Journal of Science Education, 42(6), 934-954.

Asanova, J. (2007). Teaching the canon? Nation‐building and post‐Soviet Kazakhstan's literature textbooks. Compare: A Journal of Comparative and International Education, 37(3) pp. 325-343.

Bahry, S., Niyozov, S., Shamatov, D. A., Ahn, E., & Smagulova, J. (2017). Bilingual education in Central Asia. Bilingual and multilingual education, 259-280.

Bozymbekova, K., & Lee, J. C. K. (2018). Change and continuity in nation-building and citizenship education in Kazakhstan. Educational Practice and Theory, 40(2), 29-54.

Blakkisrud, H., & Nozimova, S. (2010). History writing and nation building in post-independence Tajikistan. Nationalities Papers, 38(2), 173-189.

Chankseliani, M. (2017). Charting the development of knowledge on Soviet and post-Soviet education through the pages of comparative and international education journals. Comparative Education, 53(2), 265-283.

Chankseliani, M., Gorgodze, S., Janashia, S., & Kurakbayev, K. (2020). Rural disadvantage in the context of centralised university admissions: a multiple case study of Georgia and Kazakhstan. Compare: A Journal of Comparative and International Education, 50(7), 995-1013.

CohenMiller, A., Saniyazova, A., Sandygulova, A., & Izekenova, Z. (2021). Gender Equity in STEM Higher Education in Kazakhstan. In Gender Equity in STEM in Higher Education (pp. 140-157). Routledge.

DeYoung, A. J. (2012). Gender and the pedagogical mission in higher education in Tajikistan: From Leninabad Pedagogical Institute into Khujand State University. European Education, 44(2), 44-64.

Durrani, N., Cohen Miller, A., Kataeva, Z., Bekzhanova, Z., Seitkhadyrova, A., & Badanova, A. (2022). ‘The fearful khan and the delightful beauties’: The construction of gender in secondary school textbooks in Kazakhstan. International Journal of Educational Development, 88, 102508.

Durrani, N., Helmer, J., Polat, F., & Qanay, G. (2021). Education, gender and family relationships in the time of COVID-19: Kazakhstani teachers’, parents’ and students’ perspectives. Partnerships for Equity and Inclusion (PEI) Pilot Project Report. Graduate School of Education, Nazarbayev University.

Fierman, W. (2006). Language and education in post-Soviet Kazakhstan: Kazakh-medium instruction in urban schools. The Russian Review, 65(1), 98-116.

Gatskova, K., Ivlevs, A., & Dietz, B. (2017). Does migration effect education of girls and young women in Tajikistan? WIDER Working Paper 2017/104.

Jonbekova, D. (2015). University graduates’ skills mismatches in Central Asia: Employers’ perspectives from post-soviet Tajikistan. European Education, 47(2), 169-184.

Jonbekova, D. (2020) Educational research in Central Asia: methodological and ethical dilemmas in Kazakhstan, Kyrgyzstan and Tajikistan, Compare: A Journal of Comparative and International Education, 50:3, 352-370.

Jonbekova, D. (2020). The diploma disease in Central Asia: students’ views about purpose of university education in Kazakhstan and Tajikistan. Studies in Higher Education, 45(6), 1183-1196.

Kataeva, Z., & DeYoung, A. J. (2017). Gender and the academic profession in contemporary Tajikistan: Challenges and opportunities expressed by women who remain. Central Asian Survey, 36(2), 247-262.

Magno, C., & Silova, I. (2007). Teaching in transition: Examining school-based gender inequities in central/southeastern Europe and the former Soviet Union. International Journal of Educational Development, 27(6), 647-660.

Mustajoki, A., Orusbaev, A., & Protassova, E. (2008). Multilingualism, Russian language and Education in Kyrgyzstan. International Journal of Bilingual Education and Bilingualism, 11(3-4), 476-500.

O’Brien, M. L. (2020). Disruption and decline: the gendered consequences of civil war and political transition for education in Tajikistan. Post-Soviet Affairs, 36(4), 323-345.

Shamatov, D. (2012). Teachers’ Pedagogical Approaches in Kyrgyzstan: Changes and Challenges. Transforming Teaching and Learning in Asia and the Pacific, 90-123

Silova, I., Johnson, M. S., & Heyneman, S. P. (2007). Education and the crisis of social cohesion in Azerbaijan and Central Asia. Comparative education review, 51(2), 159-180.

Steiner-Khamsi, G., Silova, I., & Johnson, E. M. (2013). Neoliberalism liberally applied: Educational policy borrowing in Central Asia. In World Yearbook of Education 2006 (pp. 237-265). Routledge.

Steiner-Khamsi, G. (2016). Standards are good (for) business: standardised comparison and the private sector in education. Globalisation, Societies and Education, 14(2), 161-182.

Tastanbekova, K. (2018). Post-Soviet legacies in girls’ education in Kazakhstan and Uzbekistan. In Gendering Postsocialism (pp. 172-192). Routledge.

Tlostanova, M. (2015). Can the post-Soviet think?. Intersections. East European Journal of Society and Politics, 1(2), 38-58.

Дюрани, Н., КоэнМиллер, А., Катаева, З., Бекжанова, Ж., Сейтхадырова, А., и Баданова, А. (2022) «Страшный хан и восхитительные красавицы»: Конструирование гендера в учебниках для средней школы в Казахстане. Международный журнал по вопросам развития образования 88, 102508.

Новелли М, Хиггинс Ш, Угур М, Валиенте В (2014) Политическая экономия систем образования в условиях конфликта: тщательный обзор литературы. Департамент Международного Развития.

Новелли, М., Лопес Кардозо, M.T.A., Смит, A (2015), Теоретическая Основа для Анализа Вклада Образования в Устойчивое Миростроительство: 4 Rs в Контекстах, затронутых Конфликтом. Амстердамский университет.

Буш, К.Д. и Салтарелли, Д. (2000). Две стороны образования в этническом конфликте: На пути к миротворческому образованию для детей.

Дуррани, Н и Халаи, А. (2018) Динамика гендерной справедливости, конфликтов и социальной сплоченности: анализ образовательных реформ в Пакистане. Международный Журнал Развития Образования, 61, стр.27-39.

Халаи, Анджум и Дуррани, Наурин (2018) Учителя как агенты мира? Изучение возможностей учителей в социальной сплоченности в Пакистане. Для сравнения: Журнал сравнительного и международного образования, 48 (4). pp. 535-552.

Полсон , Джулия. 2015. « Нужно ли и как?» Историческое образование о недавних и продолжающихся конфликтах: обзор исследований». Журнал об Образовании в Чрезвычайных Ситуациях 1(1): 115 - 141.

Хиггинс, Шон и Новелли, Марио (2020) Переосмысление образования для мира : культурно-политэкономический подход. Сравнительный обзор образования, 64 (1). С. 1-20.

Омоева, К. и Бакнер, Э., 2015. Приводит ли горизонтальное неравенство в образовании к насильственным конфликтам? Глобальнывй анализ. FHI 360 Центр Образовательной Политики и Данных и ЮНИСЕФ.