A geopolitics of knowledge analysis of higher education internationalisation in Kazakhstan

IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH British Educational Research Journal Pub Date : 2023-12-18 DOI:10.1002/berj.3949
Munyaradzi Hwami
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Abstract

This critical interpretive paper deploys Walter Mignolo's geopolitics of knowledge concept to examine higher education internationalisation in Kazakhstan. Amidst growing concerns about economic and environmental sustainability, elitism and cognitive justice, among other critical issues, internationalisation remains a vital government policy. By tracing Kazakhstan's development since independence from the Soviet Union and focusing on key higher education development policy frameworks, the paper argues and illustrates that: (1) the internationalisation of higher education in Kazakhstan promotes a specific representation of the world that is considered universal and modern; (2) the internationalisation of higher education in Kazakhstan illustrates the existing hierarchical global higher education system that is dominated by the West as centres of knowledge and learning while allocating other countries peripheral roles; and (3) the geopolitics of knowledge concept enables the reading of higher education internationalisation beyond what is knowledge to who, why and where knowledge is produced. The data for this paper came from a qualitative study that involved 15 semi-structured interviews with graduates who studied abroad at Western universities through the government-sponsored Bolashak Scholarship. Three focus group sessions with 21 graduate students at Nazarbayev University complemented the interviews. The qualitative data suggest that Mignolo's geopolitics of knowledge offers a close-to-perfect description of the internationalisation of higher education in Kazakhstan. The conclusion drawn from this post-Soviet study is the universalisation of Western knowledge as nations utilise it for meaningful development, despite decolonial and cognitive justice concerns.

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哈萨克斯坦高等教育国际化的知识地缘政治分析
这篇批判性的解释性论文运用沃尔特-米尼奥洛的知识地缘政治学概念来研究哈萨克斯坦的高等教育国际化问题。在对经济和环境可持续性、精英主义和认知公正等关键问题的日益关注中,国际化仍然是一项重要的政府政策。通过追溯哈萨克斯坦自苏联独立以来的发展历程,并重点关注主要的高等教育发展政策框架,本文论证并说明了以下几点:(1) 哈萨克斯坦高等教育的国际化促进了被认为是普遍和现代的世界的特定表述;(2) 哈萨克斯坦高等教育的国际化说明了现有的分级全球高等教育体系,该体系由作为知识和学习中心的西方主导,而将其他国家分配为边缘角色;(3) 知识的地缘政治学概念使得对高等教育国际化的解读超越了什么是知识,而是谁、为什么和在哪里生产知识。本文的数据来源于一项定性研究,该研究对通过政府资助的博拉沙克奖学金在西方大学留学的毕业生进行了 15 次半结构化访谈。作为访谈的补充,还与纳扎尔巴耶夫大学的 21 名研究生进行了三次焦点小组讨论。定性数据表明,米尼奥洛的知识地缘政治学对哈萨克斯坦高等教育国际化的描述近乎完美。从这项后苏联研究中得出的结论是,尽管存在非殖民化和认知正义方面的担忧,但随着各国利用西方知识实现有意义的发展,西方知识也在普及。
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来源期刊
British Educational Research Journal
British Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.70
自引率
8.70%
发文量
71
期刊介绍: The British Educational Research Journal is an international peer reviewed medium for the publication of articles of interest to researchers in education and has rapidly become a major focal point for the publication of educational research from throughout the world. For further information on the association please visit the British Educational Research Association web site. The journal is interdisciplinary in approach, and includes reports of case studies, experiments and surveys, discussions of conceptual and methodological issues and of underlying assumptions in educational research, accounts of research in progress, and book reviews.
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