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Twenty years after the dissolution of the Soviet Union, Kazakhstan, Uzbekistan, Kyrgyzstan, Tajikistan and Turkmenistan are still undergoing numerous transitions. This book examines various language issues in relation to current discussions about national identity, education, and changing notions of socio-cultural capital in Central Asia.
The essays in Globalization on the Margins explore the continuities and changes in Central Asian education development since the collapse of the Soviet Union in 1991. Reflecting on two decades of post-socialist transformations, they reveal that education systems in Central Asia responded to the rapidly changing political, economic, and social environment in profoundly new and unique ways. Some countries moved towards Western models, others went backwards, and still others followed entirely new trajectories. Yet, elements of the “old” system remain. Rather than viewing these post-Soviet transformations in isolation, Globalization on the Margins places its analyses within the global context by reflecting on the interaction between Soviet legacies and global education reform pressures in the Central Asian countries of Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and Uzbekistan. Instead of portraying the transition process as the influx of Western ideas into the region, the authors provide new lenses to critically examine the multidirectional flow of ideas, concepts, and reform models within Central Asia. Notwithstanding the variety of theoretical perspectives, methodological approaches, and conceptual lenses, the authors have one thing in common: both individually and collectively, they reveal the complexity and uncertainty of the post-Soviet transformations. By highlighting the political nature of the transformation processes and the uniqueness of historical, political, social, and cultural contexts of each particular country, Globalization on the Margins portrays post-Soviet education transformations as complex, multidimensional, and uncertain processes.
Central Peripheries explores post-Soviet Central Asia through the prism of nation-building. Although relative latecomers on the international scene, the Central Asian states see themselves as globalized, and yet in spite of – or perhaps precisely because of – this, they hold a very classical vision of the nation-state, rejecting the abolition of boundaries and the theory of the ‘death of the nation’. Their unabashed celebration of very classical nationhoods built on post-modern premises challenges the Western view of nationalism as a dying ideology that ought to have been transcended by post-national cosmopolitanism. Marlene Laruelle looks at how states in the region have been navigating the construction of a nation in a post-imperial context where Russia remains the dominant power and cultural reference. She takes into consideration the ways in which the Soviet past has influenced the construction of national storylines, as well as the diversity of each state’s narratives and use of symbolic politics. Exploring state discourses, academic narratives and different forms of popular nationalist storytelling allows Laruelle to depict the complex construction of the national pantheon in the three decades since independence. The second half of the book focuses on Kazakhstan as the most hybrid national construction and a unique case study of nationhood in Eurasia. Based on the principle that only multidisciplinarity can help us to untangle the puzzle of nationhood, Central Peripheries uses mixed methods, combining political science, intellectual history, sociology and cultural anthropology. It is inspired by two decades of fieldwork in the region and a deep knowledge of the region’s academia and political environment. Praise for Central Peripheries ‘Marlene Laruelle paves the way to the more focused and necessary outlook on Central Asia, a region that is not a periphery but a central space for emerging conceptual debates and complexities. Above all, the book is a product of Laruelle's trademark excellence in balancing empirical depth with vigorous theoretical advancements.’ – Diana T. Kudaibergenova, University of Cambridge ‘Using the concept of hybridity, Laruelle explores the multitude of historical, political and geopolitical factors that predetermine different ways of looking at nations and various configurations of nation-building in post-Soviet Central Asia. Those manifold contexts present a general picture of the transformation that the former southern periphery of the USSR has been going through in the past decades.’ – Sergey Abashin, European University at St Petersburg
The Routledge Handbook of Contemporary Central Asia offers the first comprehensive, cross-disciplinary overview of key issues in Central Asian studies. The 30 chapters by leading and emerging scholars summarise major findings in the field and highlight long-term trends, recent observations and future developments in the region. The handbook features case studies of all five Central Asian republics and is organised thematically in seven sections: History Politics Geography International Relations Political Economy Society and Culture Religion An essential cross-disciplinary reference work, the handbook offers an accessible and easyto- understand guide to the core issues permeating the region to enable readers to grasp the fundamental challenges, transformations and themes in contemporary Central Asia. It will be of interest to researchers, academics and students of the region and those working in the field of Area Studies, History, Anthropology, Politics and International Relations. Chapter 23 of this book is available for free in PDF format as Open Access from the individual product page at www.routledge.com. It has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.
First published in 1991. Central Asia is a vast sprawling territory with no precise boundaries, no precise geographic definition. There is much detailed, closely focused research that remains to be done on every part of Central Asia. Sometimes, however, it is illuminating to stand back and look at the region as a whole, seeking similarities as well as contrasts. This volume is a collection of papers from a conference on Tradition and Change in Central Asia was held at the School of Oriental and African Studies, University of London, in April 1987.
This landmark book provides a comprehensive anthropological introduction to contemporary Central Asia. Established and emerging scholars of the region critically interrogate the idea of a ‘Central Asian World’ at the intersection of post-Soviet, Persianate, East and South Asian worlds. Encompassing chapters on life between Afghanistan and Kazakhstan, Turkmenistan and Xinjiang, this volume situates the social, political, economic, ecological and ritual diversity of Central Asia in historical context. The book ethnographically explores key areas such as the growth of Islamic finance, the remaking of urban and sacred spaces, as well as decolonizing and queering approaches to Central Asia. The volume’s discussion of More-than-Human Worlds, Everyday Economies, Material Culture, Migration and Statehood engages core analytical concerns such as globalization, inequality and postcolonialism. Far more than a survey of a ‘world region’, the volume illuminates how people in Central Asia make a life at the intersection of diverse cross-cutting currents and flows of knowledge. In so doing, it stakes out the contribution of an anthropology of and from Central Asia to broader debates within contemporary anthropology. This is an essential reference for anthropologists as well as for scholars from other disciplines with a focus on Central Asia
Language, Literacy, and Social Change in Mongolia is the first full-length treatment of literacy in Mongolian. Challenging readers’ assumptions about Central Asia and Mongolia, this book focuses on Mongolians’ experiences with reading and writing throughout the past 100 years. Literacy, as a powerful historical and social variable, shows readers how reading and writing have shaped the lives of Mongolians and, at the same time, how reading and writing have been transformed by historical, political, economic, and other social forces. Mongolian literacy serves as an especially rich area of inquiry because of the dramatic political, economic, and social changes that occurred in the twentieth and twenty-first centuries. For the seventy years during which Mongolia was a part of the communist Soviet world, literacy played an important role in how Mongolians identified themselves, conceived of the past, and created a new social order. Literacy was also a part of the story of authoritarianism and state violence. It was used to express the authority of the communist Mongolian People’s Revolutionary Party, control the pastoral population, and suppress non-socialist beliefs and practices. Mongolians’ reading and writing opportunities and resources were tightly controlled, and the language policy of replacing the traditional Mongolian script with the Cyrillic alphabet immediately followed the violent repression of Buddhist leaders, government officials, and intellectuals. Beginning with the 1990 Democratic Revolution, Mongolians have been thrust into free-market capitalism, privatization, globalization, and neoliberalism. In post-socialist Mongolia, literacy no longer serves as the center for Mongolian identity. Government subsidies to pastoral literacy resources have been slashed, and administrators now find themselves competing with other “developing countries” for educational funding. Due to the pressures caused by globalization, Mongolians have begun to talk about literacy and language in terms of crisis and anxiety. As global flows of English compete with new symbols from the distant past, Mongolians worry about the perceived lowering standards of Mongolian linguistic usage amid rapid economic changes. These worries also reveal themselves in official language policies and manifest themselves in the multiple languages and scripts that appear in the capital of Ulaanbaatar and other urban areas.
Since the withdrawal of Soviet forces from Afghanistan in 1989 and the subsequent break-up of the Soviet Union in 1991, Central Asia has been undergoing considerable political, social, and economic change. In a Leon B. Poullada Memorial Lecture delivered at Princeton University in 1993, R. D. McChesney examined the historical roots of a number of the issues confronting the region today. Here, in a revised version of the lectures, he presents some of Central Asia's enduring realities and the institutions that have been found to best address them. There are four overlapping contexts: geographical/spatial, economic, social, and political. He discusses the way in which problems and issues within these four contexts have been perceived and articulated and how different, particularly "Central Asian," ways of coping with those issues have evolved.
This book brings together internationally prominent scholars renowned for their work on post-Soviet republics, as well as outstanding emerging scholars native of Central Asia in order to discuss the state of education in the Central Asian Republics of Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and Uzbekistan. Drawing on their individual contexts and research, the authors offer analyses and critiques of some of the social, political, and economic issues in education in their respective countries, and some insights about how local actions engage with the challenges and problems, as well as with the possibilities and opportunities they face. Since gaining their independence in 1991, the five republics of Central Asia have been undergoing some enormous political, social, linguistic, cultural, and economic changes, even as we write. This collection shows that researchers are increasingly interested in exploring the development of education in this part of the world. In these countries, education plays a significant role in transitioning from centrally planned to market economies and is seen as the key resource to facilitate entry into the global competitiveness sphere. This book will be of particular interest to educators, researchers, and policy makers engaged in research or with a particular interest in curricula, and education systems and reforms, and to undergraduate and graduate students studying and researching education in Central Asia or in other post-Soviet contexts.
This handbook is the first collection of comprehensive teaching materials for teachers and students of Central Asian Studies (CAS) with a strong pedagogic dimension. It presents 22 chapters, clustered around five themes, with contributions from more than 19 scholars, all leading experts in the field of CAS and Eurasian Studies. This collection is not only a reference work for scholars branching out to different disciplines of CAS but also for scholars from other disciplines broadening their scope to CAS. It addresses post-colonial frameworks and also untangles topics from their ‘Soviet’ reference frame. It aims to de-exoticize the region and draws parallels to European or to historically European-occupied territories. In each chapter, the handbook provides a concise but nuanced overview of the topics covered, in which way these have been approached by the mainstream literature, and points out pitfalls, myths, and new insights, providing background knowledge about Central Asia to readers and intertwine this with an advanced level of insight to leave the readers equipped with a strong foundation to approach more specialized sources either in classroom settings or by self-study. In addition, the book offers a comprehensive glossary, list of used abbreviations, overview of intended learning outcomes, and a smart index (distinguishing between names, locations, concepts, and events). A list of recorded lectures to be found on YouTube will accompany the handbook either as instruction materials for teachers or visual aids for students. Since the authors themselves recorded the lectures related to their own chapters, this provides the opportunity to engage in a more personalized way with the authors. This project is being developed in the framework of the EISCAS project (www.eiscas.eu), co-funded by the Erasmus + Program of the European Union.