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首页> 外文OA文献 >The meaning of educational change in post-Soviet Tajikistan : educational encounters in Badakhshan : how educators in an in-service institution in rural Badakhshan understand and respond to educational change
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The meaning of educational change in post-Soviet Tajikistan : educational encounters in Badakhshan : how educators in an in-service institution in rural Badakhshan understand and respond to educational change

机译：后苏联塔吉克斯坦教育变革的意义：巴达赫尚的教育遭遇：巴达赫罕农村在职教育机构的教育工作者如何理解和应对教育变革

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This thesis examines educational change in the province of Badakhshan, Tajikistan, where the processes of change are framed in the post -Soviet transition from communism to incipient forms of democracy and from a command to market economy. It focuses on the encounter of an international development agency, the Aga Khan Foundation (AKF), and a government, in-service, teacher training institution, the Institute of Professional Development (IPD). That interaction is also contextualised in a very particular relationship: the head of AKF, the Aga Khan, is also the spiritual leader of the Badakhshani community. Hence, development and faith perspectives intersect in this change process (es). Using a qualitative approach and a case study design the research makes visible educational change as it impacts structures, institutions and individual educators in post-Soviet Badakhshan. It draws on the work of Birzea (1994), Venda 1991; 1999), Foucault (1972; 1980) and Gramsci (1971) to understand how institutional transformation processes are mediated and contested as the IPD changes from a government body to a 'public-private' one. The research finds that notwithstanding the faith connection, institutional transformation involves ideological, epistemological and hegemonic contestations as well as new learning. Responses include ambivalence, resistance, adaptation, appropriation and reclamation of educational and institutional change through a recasting of social and professional relationships and a mastery of international aid discourses. The study reveals that there is not 'a change process' but, instead, change(s) processes that are multiple, interlinked, iterative, simultaneous and sometimes chaotic. It argues that the change contexts, the macro and micro narratives that attend it and the processes of educational transformation are better understood through a re-conceptualisation of familiar notions of educational change(s), tradition and development. It concludes that the role of faith is central to how development is defined, responded to and appropriated in this little-studied context and contributes to the knowledge of international development across cultures.
机译：本文研究了塔吉克斯坦巴达赫尚省的教育变革，那里的变革过程是在后苏联从共产主义过渡到民主的初期形式以及从命令经济到市场经济的过渡中构架的。它着重于国际发展机构阿迦汗基金会（AKF）和政府在职教师培训机构专业发展研究所（IPD）的相遇。这种互动也以一种非常特殊的关系进行了情境化：AKF的负责人阿加汗（Aga Khan）也是巴达克尚尼社区的精神领袖。因此，发展和信仰观在这个变化过程中相交。使用定性方法和案例研究设计，这项研究使可见的教育变革发生了变化，因为它影响了后苏联巴达赫尚的结构，机构和个人教育者。它借鉴了Birzea（1994），Venda 1991的著作； （1999年），福柯（1972年； 1980年）和格拉姆西（1971年），以了解随着IPD从政府机构转变为“公共-私人”机构，制度变迁过程是如何介导和争论的。研究发现，尽管存在信仰上的联系，但制度转型涉及意识形态，认识论和霸权主义的竞争以及新的学习。应对措施包括通过重铸社会和专业关系并精通国际援助的话语，对教育和机构变革产生矛盾，抵制，适应，挪用和开垦。该研究表明，没有“变更过程”，而是多个，相互联系，迭代，同时，有时甚至是混乱的变更过程。它认为，通过对熟悉的教育变革，传统和发展的概念进行重新概念化，可以更好地理解变革的背景，伴随变革的宏观和微观叙述以及教育变革的过程。结论是，信念的作用对于在这种研究很少的背景下如何定义，响应和适应发展至关重要，并有助于跨文化的国际发展知识。

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    Waljee Anise;

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  • 年度 2010
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