{"title":"COMPARATIVE ANALYSIS OF RUSSIAN, TURKISH AND KAZAKH EURASIANISM","authors":"N. Muminov","doi":"10.53277/2519-2442-2023.2-01","DOIUrl":null,"url":null,"abstract":"This paper aims to provide a comprehensive comparative analysis of Eurasianism in Russia, Türkiye, and Kazakhstan. It delves into the historical, political, and economic aspects of each country’s Eurasianist ideology, examining similarities and differences between them. Through this analysis, the paper seeks to gain a better understanding of the role that Eurasianism plays in each country’s foreign policy and regional strategies. The paper also explores the impact of Eurasianism on the relationships between Russia, Türkiye, and Kazakhstan, as well as its implications for regional security and cooperation. The main argument of this paper is that while Russian, Turkish, and Kazakh Eurasianism share some commonalities in their emphasis on the importance of the Eurasian region and its unique cultural and historical identity, there are notable differences in the way that this identity is understood and articulated, as well as differences in geopolitical priorities and approaches to democracy and authoritarianism. It provides a valuable contribution to the scholarly debate on Eurasianism and serves as a useful resource for policymakers and analysts seeking to better understand the geopolitical landscape of the Eurasian region.","PeriodicalId":46491,"journal":{"name":"Eurasian Journal of Educational Research","volume":"74 1","pages":""},"PeriodicalIF":0.8000,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Eurasian Journal of Educational Research","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.53277/2519-2442-2023.2-01","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
This paper aims to provide a comprehensive comparative analysis of Eurasianism in Russia, Türkiye, and Kazakhstan. It delves into the historical, political, and economic aspects of each country’s Eurasianist ideology, examining similarities and differences between them. Through this analysis, the paper seeks to gain a better understanding of the role that Eurasianism plays in each country’s foreign policy and regional strategies. The paper also explores the impact of Eurasianism on the relationships between Russia, Türkiye, and Kazakhstan, as well as its implications for regional security and cooperation. The main argument of this paper is that while Russian, Turkish, and Kazakh Eurasianism share some commonalities in their emphasis on the importance of the Eurasian region and its unique cultural and historical identity, there are notable differences in the way that this identity is understood and articulated, as well as differences in geopolitical priorities and approaches to democracy and authoritarianism. It provides a valuable contribution to the scholarly debate on Eurasianism and serves as a useful resource for policymakers and analysts seeking to better understand the geopolitical landscape of the Eurasian region.
期刊介绍:
Eurasian Journal of Educational Research (EJER) is a peer-reviewed, an international and interdiscilinary journal publishing original research articles and significant contributions on education and educational sciences . The journal is a valuable resource for teachers, counselors, supervisors, educational administrators, school principals, educational policy makers, curriculum planners, and educational researchers as they consider the structure of tomorrow''s educational system. EJER publishes research employing a variety of qualitative, quantitative and mixed methods research and approaches in all areas in the field of education and educational sciences. The goal of the journal is to increase understanding of learning and teaching in eraly childhood, primary, secondary, vocational and higher education in order to to contribute to the improvement of educational processes and outcomes.