Book contents
- Mapping Educational Change in Kazakhstan
- Mapping Educational Change in Kazakhstan
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Contributors
- Preface
- Acknowledgements
- Introduction
- Part I Foundations of Scaling Up
- 1 Rationale for and Perceptions of the Educational Reform in Kazakhstan
- 2 The New Educational Structures and Networks as Drivers of National Modernisation
- 3 The Translation of ‘World-Class’ Academic Research Practices in Kazakhstan
- 4 Teaching Science in English in Secondary Schools in Kazakhstan
- 5 Diversity, Equity and Inclusion in Kazakhstani Schools
- Part II Piloting Initiatives and Scaling Up to the Whole System
- Part III Evidence of Implementation
- Conclusions
- Select Bibliography: School-Level Educational Reforms in Kazakhstan, 2011–2022
- Index
- References
3 - The Translation of ‘World-Class’ Academic Research Practices in Kazakhstan
from Part I - Foundations of Scaling Up
Published online by Cambridge University Press: 09 November 2023
Book contents
- Mapping Educational Change in Kazakhstan
- Mapping Educational Change in Kazakhstan
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Contributors
- Preface
- Acknowledgements
- Introduction
- Part I Foundations of Scaling Up
- 1 Rationale for and Perceptions of the Educational Reform in Kazakhstan
- 2 The New Educational Structures and Networks as Drivers of National Modernisation
- 3 The Translation of ‘World-Class’ Academic Research Practices in Kazakhstan
- 4 Teaching Science in English in Secondary Schools in Kazakhstan
- 5 Diversity, Equity and Inclusion in Kazakhstani Schools
- Part II Piloting Initiatives and Scaling Up to the Whole System
- Part III Evidence of Implementation
- Conclusions
- Select Bibliography: School-Level Educational Reforms in Kazakhstan, 2011–2022
- Index
- References
Summary
For a decade, the Faculty of Education of the University of Cambridge worked with colleagues in the newly established Nazarbayev University Graduate School of Education (NUGSE) in a programme designed to build research capacity. Though this involved some research training in the early stages, it functioned mainly by bringing research teams from the two institutions together into a research collaboration focused on the progress of educational reform in Kazakhstan. This chapter considers some of the issues raised by a somewhat asymmetrical international collaboration, the ‘translation’ of ‘international’ practice into this new environment and the development of what might be understood as a ‘research culture’. It considers the impact of the structural hierarchies built into the foundation of Nazarbayev University and, in particular, our research collaboration, with some reference to knowledge hierarchies (academic research, teachers’ professional knowledge as reflected in action research and lesson studies), the problematic nature of the discourse of the ‘international’ and ‘world class’ in educational research and the charge of neocolonialism levelled against the whole enterprise.
Keywords
- Type
- Chapter
- Information
- Mapping Educational Change in Kazakhstan , pp. 45 - 58Publisher: Cambridge University PressPrint publication year: 2023
References
Alexander, R. J. (2010). ‘World class schools’ – Noble aspiration or globalised hokum? Presidential address at the 10th UKFIET Conference on Education and Development (2009). Compare, 40(6), 801–817.CrossRefGoogle Scholar
Bridges, D. (2006). The international and the excellent in educational research. In Smeyers, P. and Depaepe, M. (Eds.), Educational Research: Why ‘What Works’ Does Not Work. Dordrecht: Springer, pp. 143–158.Google Scholar
Bridges, D. (Ed.) (2014). Educational Reform and Internationalisation: The Case of School Reform in Kazakhstan. Cambridge: Cambridge University Press.Google Scholar
Bridges, D. (2017). The international and the excellent in educational research and its assessment. In Bridges, D. (Ed.), Philosophy in Educational Research: Epistemology, Ethics, Politics and Quality. Dordrecht: Springer, pp. 419–436.CrossRefGoogle Scholar
Cambridge International Examinations (CIE) (2014). Integrated Programme of Development Strand 10/13: Independent Evaluation of Action Research Report. Cambridge: Cambridge International Examinations.Google Scholar
Dossanova, K. K., Baigonyssova, K. O. and Kozhenova, L. Z. (2018). National identity in the modern education of Kazakhstan. Opción, 34(85-2), 544–568.Google Scholar
Gorur, R. (2016). Seeing like PISA: A cautionary tale about the performativity of international assessments. European Educational Research Journal, 15(5), 598–616.CrossRefGoogle Scholar
Government of the Republic of Kazakhstan (2019). State Programme for the Development of Education and Science in 2020–2025. https://adilet.zan.kz/rus/docs/P1900000988Google Scholar
Higher Education Funding Council (HEFCE) (2011). Research Excellence Framework: Panel Criteria and Working Methods. London: Higher Education Funding Council.Google Scholar
Levering, B. and Smeyeres, P. (2009). Assessing the quality of educational research in the Netherlands. In Besley, A. C. (Ed.), Assessing the Quality of Educational Research in Higher Education: International Perspectives. Rotterdam: Sense, pp. 293–313.Google Scholar
Lewandowska-Tomaszczyk, B. and Utegaliyeva, B. B. (2020). Kazakh cultural models of family and home in contrast. In Lewandowska-Tomaszczyk, B. (Ed.), Cultural Conceptualizations in Language and Communication. Cham: Springer, pp. 97–113.CrossRefGoogle Scholar
Khokhotva, O. (2018). Lesson study in Kazakhstan: Case study of benefits and barriers for teachers. International Journal for Lesson and Learning Studies, 7(4), 250–262.CrossRefGoogle Scholar
Kuzhabekova, A. (2020). Returning scholars in Kazakhstan and their role in neocolonial oppression in academia. CIES 2020 Conference. https://cies2020.org/portfolio/returning-scholars-in-kazakhstan-and-their-role-in-neocolonial-oppression-in-academiaGoogle Scholar
Kuzhabekova, A. and Lee, J. (2018). International faculty contribution to local research capacity building: A view from publication data. Higher Education Policy, 31, 423–446.CrossRefGoogle Scholar
Kuzhabekova, A. and Lee, J. (2020). Internationalization and local research capacity strengthening: Factors affecting knowledge sharing between international and local faculty in Kazakhstan. European Education, 52(4), 297–311.Google Scholar
McLaughlin, C. and Ayubayeva, N. (2015). ‘It is the research of self experience’: Feeling the value in action research. Educational Action Research, 23(1), 51–67.Google Scholar
Nazarbayev Intellectual Schools (2018). Autonomous Educational Organisation ‘Nazarbayev Intellectual Schools’ 2030 Development Strategy. www.nis.edu.kz/en/about/str-doc/Google Scholar
Nazarbayev University (2018). Nazarbayev University Strategy 2018–2025. https://nu.edu.kz/wp-content/uploads/2016/07/2_NU-Strategy_ENG_2030–1.pdfGoogle Scholar
Sahlberg, P. (2011). The fourth way of Finland. Journal of Educational Change, 12(2), 173–185.CrossRefGoogle Scholar
Steiner-Khamsi, G. and Waldow, F. (Eds.) (2012). World Yearbook of Education 2012: Policy Borrowing and Lending in Education. New York: Routledge.CrossRefGoogle Scholar
Rasmussen, P. (2009). Educational research and knowledge policy: The case of Denmark. In Besley, A. C. (Ed.), Assessing the Quality of Research in Higher Education: International Perspectives. Rotterdam: Sense, pp. 293–313.Google Scholar
Rizvi, F. (2009). Internationalisation and the assessment of research quality in Education. In Besley, A. C., Assessing the Quality of Educational Research in Higher Education: International Perspectives. Rotterdam: Sense, pp. 49–58.CrossRefGoogle Scholar
Yakavets, N., Bridges, D. and Shamatov, D. (2017). On constructs and the construction of teachers’ professional knowledge in a post-Soviet context. Journal of Education for Teaching, 43(5), 594–615.CrossRefGoogle Scholar