Surviving The Transition Case Studies Of Schools And Schooling In The Kyrgyz Re
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Surviving the Transition? Case Studies of Schools and Schooling in the Kyrgyz Re
This is a book about four rural secondary schools of the Republic of Kyrgyzstan, a newly independent Central Asian state of the former USSR. Utilizing case study methods, we describe and discuss how teachers, administrators and students are attempting to survive the proclaimed “transition” to democracy and a market economy within their particular schools and communities. We view this work primarily as a cultural study of schools and school life, not a work about the national education system. There is in fact a growing volume of other writings on issues and problems in education in Central Asia, some of which we have ourselves contributed to (see DeYoung, 2004; Reeves, 2004). The focus in this study, however, involves school, individual, and group lives and dynamics in and around the four village schools we studied during 2004 and 2005. Two of the four schools are in Chui Oblast; one in Naryn Oblast, and one in Batken Oblast. One Chui school lies within an economically and demographically stable community by Kyrgyz standards; the other school faces more serious economic and migratory issues. Our Naryn school is located in an isolated livestock-breeding region of Kyrgyzstan high in the Tien Shan mountains near China. Finally, we describe community and school situations in an agricultural community in the south that is characterized by considerable poverty-driven labor migration. Our work involved schools in the small town of Shopokov, and the villages of Tash Dobo, At-Bashy and Ak-Tatyr. These are all actual places on the map of Kyrgyzstan – if your map is detailed enough. In several cases, nearby smaller schools are also discussed as they relate to our primary institutions.
Emerging International Issues in Student Affairs Research and Practice
The editors of Emerging International Issues in Student Affairs Research and Practice situate developing issues in student affairs through research, new and emergent methodologies, pedagogies, and practices. The text aims to encourage intercultural perspectives and opportunities across student affairs research and practice, while calling upon international student affairs practitioners, faculty, and staff to engage in international evidence-based research that provides a foundation toward a collective consensus of the field. To accomplish these goals, the editors invited predominant practitioners in student affairs practice and student affairs scholars from across the globe to engage in discourse, share their insights, and offer implications to the student affairs profession at the international level. The editors do this by dividing the text into two parts: Part I: Theoretical, Historical, Cultural, and Ideological Considerations in International Student Affairs and Part II: Emergent International Issues and Practice in Student Affairs. In Part I, the text addresses larger contexts, theories, and frameworks for understanding some of the most recent concerns and issues that have surfaced among international higher education leaders, student affairs professionals, and scholars. The section highlights discourse on directions and praxis that relate to the internationalization of student affairs and the resulting implications. Part II amplifies the larger international issues that have recently surfaced through the context of student affairs practice. International scholars and practitioners share timely concerns and matters that influence the profession on a global scale. This section highlights specific ways that practitioners can think about their work moving forward and implications that can shape research and the profession in the future. Collectively, these chapters represent a snapshot in time. Written early in the third decade of the 21st century, they emerge from one of the most distinctive—and some would say, one of the most unrelenting and tragic—recent periods of human history. The confluence of the pandemic and other global issues is exerting extensive pressure on higher education in general and the practice of student affairs in specific. Consequently, sustained, significant change seems inevitable. As a text within the series, International Perspectives on Educational Policy, Research and Practice—a series that aids to be a leading forum for global discussion on educational issues, urgent problems, successful experiences, and reflections from educational researchers and practitioners around the world—the editors believe the text is both timely and consequential.
International Perspectives on Bilingual Education
This book is a defense of linguistic pluralism and language policies and practices in education that sustain that ideal. Educational meanings and models are influenced by different populations and different social and historical contexts. International comparisons can shed interesting light on the issues. Therefore, the purpose of the book is to provide scholars an international comparative understanding of language policy, its relation to educational practice, and current debates within the field. The book is divided into three sections dealing with the general topical areas of policy, practice, and controversy. This book will be of interest to policy-makers, scholars, and graduate students in the areas of bilingual education, language policy, and sociolinguistics.