A Linguistic Ethnographic Perspective on Kazakhstan's Trinity of Languages

Total Page:16

File Type:pdf, Size:1020Kb

A Linguistic Ethnographic Perspective on Kazakhstan's Trinity of Languages A LINGUISTIC ETHNOGRAPHIC PERSPECTIVE ON KAZAKHSTAN’S TRINITY OF LANGUAGES: LANGUAGE IDEOLOGIES AND IDENTITIES IN A MULTILINGUAL UNIVERSITY COMMUNITY by LOUISE WHEELER A thesis submitted to the University of Birmingham for the degree of DOCTOR OF PHILOSOPHY School of Education College of Social Sciences University of Birmingham June 2017 University of Birmingham Research Archive e-theses repository This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. ABSTRACT A Linguistic Ethnographic Perspective on Kazakhstan’s Trinity of Languages: Language ideologies and identities in a multilingual university community This thesis presents a linguistic ethnographic study of language ideologies and identities in a multilingual, university community in Kazakhstan: a university aspiring to put Kazakhstan’s ‘Trinity of Languages’ project, aimed at developing societal tri-lingualism in Kazakh, Russian and English, into practice. Data was collected at a Kazakhstani university from 2012 to 2013, combining participant-observation and fieldnotes, audio recordings and interviews. Drawing on the concept of heteroglossia (Bakhtin 1981), the research investigates how young people draw on ideologies of separate and flexible multilingualism (Blackledge and Creese 2010) and on the often contested indexicalities of Kazakh, Russian and English linguistic resources to negotiate identities as multilingual people in Kazakhstan, particularly in contexts of performance, and stance-taking. Consideration of these ideological and linguistic resources also sheds light on Kazakhstan’s wider ‘processes of ideological transformation’ (Smagulova 2008:195) and their real-life implications for multilingual people. Furthermore, the analysis highlights how participants construct stances towards translanguaging (Garcia 2009) and suggests that acts of contextualisation, which frame interactions as being more or less ‘on-stage’ or ‘off-stage’, shape the way that speakers draw on linguistic resources and their indexical meanings, and how these contexts can afford or constrain speaker agency in the negotiation of identities. AKNOWLEDGEMENTS I would like to aknowledge the following people for their invaluable support and encourangement, without whom my research and this thesis would not have been possible. Firstly, I owe a huge debt of gratitude to all my participants - students, teachers, admistrators, researchers and translators - in Kazakhstan. Your contributions, insights and enthusiasm have been critical to this research. Thank you for sharing your languages, your experiences and your hospitality and for making sure that Almaty and Kazakhstan will always have a special place in my heart. Көп рақмет. Большое спасибо. I would also like to thank my joint supervisors, Professor Angela Creese and Professor Adrian Blackledge, for their encouragement, patience, wisdom and guidance throughout my doctoral study. I am immensely grateful for the time, knowledge, understanding and passion for research that they have shared with me over my PhD study. I am also grateful to The University of Birmingham, School of Education, for their financial, academic and adminstative support, and to all those involved in the British Council Aspire Project, which made my research in Kazakhstan possible. Last, but by absolutely no means least, I would like to thank my family, friends and especially my husband Rey. Your kindness, support and belief in me has been invaluable. I wish I had the words to express the depth of my gratitude, but know that every word of this thesis was made possible by you. iii TABLE OF CONTENTS 1 INTRODUCTION ............................................................................................................. 1 1.1 Introduction .................................................................................................................. 1 1.2 Aims and nature of the study ....................................................................................... 2 1.3 Researcher Background and Motivations: Why Kazakhstan? Why Multilingualism? Why me? ................................................................................................................................. 3 1.4 Researching Multilingualism in Kazakhstan ............................................................... 5 1.5 Structure of the Thesis ................................................................................................. 7 2 LITERATURE REVIEW ............................................................................................... 10 2.1 Introduction ................................................................................................................ 10 2.2 A Heteroglossic Conceptual Framework ................................................................... 11 2.2.1 Language and Multilingualism as Heteroglossia ............................................... 11 2.2.2 Translanguaging ................................................................................................. 14 2.2.3 Agency ................................................................................................................ 17 2.2.4 Language ideologies ........................................................................................... 20 2.2.5 Language and Identity ........................................................................................ 24 2.2.6 Indexicality ......................................................................................................... 28 2.3 Multilingualism, Language Ideologies and Identities in Kazakhstan ........................ 32 2.3.1 Kazakhstan’s Multilingualism and the Trinity of Languages ............................ 32 2.3.2 Language ideology transformation Kazakhstan ................................................. 34 2.3.3 Kazakh and Kazakhstani: Language Ideologies and Identities .......................... 35 2.3.4 The Legacy of Soviet Era Ideologies on Language and Identity ....................... 37 2.3.5 Ideologies and Identities of Kazakhstan’s ‘Languages’ ..................................... 38 2.3.6 Threat, Endangerment and Purity ....................................................................... 41 2.3.7 English in Kazakhstan: New Opportunities, New Threats ................................. 43 2.4 Performance and Stance as Analytical Lenses .......................................................... 45 2.4.1 Performance ........................................................................................................ 46 2.4.2 The Role of Audiences ....................................................................................... 49 2.4.3 Identities in Performances and Interpretation ..................................................... 50 2.4.4 Performance Contexts and Contextualising Contexts as Performance .............. 52 2.4.5 Stance-taking, Ideology and Identity in Metacommentary ................................ 54 2.4.6 Stance and Identity ............................................................................................. 60 iv 2.4.7 Stance and Staged Performance and Performances in Stance-Taking Interactions. ....................................................................................................................... 61 2.5 Chapter Summary ...................................................................................................... 63 3 METHODOLOGY .......................................................................................................... 65 3.1 Introduction ................................................................................................................ 65 3.2 Research Questions .................................................................................................... 66 3.3 A Linguistic Ethnographic Approach to Research Questions ................................... 69 3.3.1 Principles and Practice of Ethnographic Research ............................................. 71 3.3.2 Complexity ......................................................................................................... 71 3.3.3 Language and identity are historically located. .................................................. 72 3.3.4 An Emic Perspective .......................................................................................... 73 3.3.5 Researcher Reflexivity ....................................................................................... 73 3.3.6 Relations of Power ............................................................................................. 74 3.3.7 Linguistics and Ethnography .............................................................................. 75 3.3.8 Possibilities and tensions in linguistic ethnography ........................................... 76 3.3.9 Challenges and Opportunities of Linguistic Ethnography in Kazakhstan .......... 77 3.4 Research and Data Design ......................................................................................... 81 3.4.1 Research context and community. .....................................................................
Recommended publications
  • Analysis of Dynamics of High School Graduates Who Participated in the Unified National Test Kazakhstan
    IEJME — MATHEMATICS EDUCATION 2016, VOL. 11, NO. 8, 3176-3186 OPEN ACCESS Analysis of dynamics of high school graduates who participated in the unified national test Kazakhstan Bakhtiyar Bakas uulua Yessengali Smagulov b a Kyrgyz Economic University, KYRGYZSTAN b I.Zhansugurov Zhetysu State University, KAZAKHSTAN ABSTRACT In 2013 it has been executed 10 years since the introduction of the Unified National Test for graduates of secondary schools in Kazakhstan in 2013. The higher education system in Kazakhstan has changed with the collapse of the Soviet Union, the transition to a market economy economic development. The number of higher education institutions keenly has increased. In 1991 the republic had 55 universities by universities peaked to 182 in 2001. Conducting Unified National Test for all 10 years since its introduction, accompanied by disputes about its feasibility and objectivity. Opponents of this system have argued that the tests is only a form of learning the curriculum, while the paramount importance should be attached to the quality of education. UNT defenders argue that the testing system - it is a well-established and effective form of graduate’s examination worldwide, and Kazakhstan as a part of the international community must comply with the advanced world standards. Since 2009, a growing number of graduates in the Kazakh language, and a sharp decline in graduates with Russian language of teaching. Thus, in the coming years we should expect an expansion of application areas of the Kazakh language due to the fact that increase the proportion of people who use the Kazakh language as the core. For 10 years, the UNT average score of rural schools graduates is lower than of city schools graduates.
    [Show full text]
  • Kazakhstan 2004 Showed That Number of Prizes at International Contests
    The Expert club “Strategic vision” and Association “Education for all in Kazakhstan” were commissioned by the United Nations Development Program for production of the National Human Development Report for 2004 UNDP is the UN’s global development network, advocating for change and connecting countries to knowledge, experience and resources to help people build a better life. We are on the ground in 166 countries, working with them on their own solutions to global and national development challenges. As they develop local capacity, they draw on the people of UNDP and our wide range of partners. Report materials could be reproduced in other publications, without prior permission of UNDP, provided proper reference is made to this publication The views expressed in this report are those of the authors and do not necessarily represent the views of UNDP Education for all: the key goal for a new millennium TABLE OF CONTENTS ABBREVIATIONS ...............................................................................................................................................................5 EXECUTIVE SUMMARY .....................................................................................................................................................6 FOREWORD BY DANIAL AKHMETOV THE PRIME MINISTER OF THE REPUBLIC OF KAZAKHSTAN ........................9 FOREWORD BY YURIKO SHOJI UN RESIDENT COORDINATOR/ UNDP RESIDENT REPRESENTATIVE ...............10 MESSAGE FROM THE AUTHORS ...................................................................................................................................11
    [Show full text]
  • Thesis Approval Form Nazarbayev University School of Sciences and Humanities
    THESIS APPROVAL FORM NAZARBAYEV UNIVERSITY SCHOOL OF SCIENCES AND HUMANITIES NATION BRANDING: AN INSTRUMENT OF SOFT POWER OR NATION-BUILDING? THE CASE OF KAZAKHSTAN ҰЛТТЫҚ БРЕНДИНГ: ЖҰМСАҚ ҚУАТ НЕ ҰЛТ-ҚҰРЫЛЫС ҚҰРЫЛҒЫСЫ? ҚАЗАҚСТАН ҮЛГІСІ НАЦИОНАЛЬНЫЙ БРЕНДИНГ: ИНСТРУМЕНТ МЯГКОЙ СИЛЫ ИЛИ НАЦИОНАЛЬНОЕ СТРОИТЕЛЬСТВО? ПРИМЕР КАЗАХСТАНА BY Leila Ramankulova APPROVED BY DR. Neil Collins ON 3rd May of 2020 _________________________________________ Signature of Principal Thesis Adviser In Agreement with Thesis Advisory Committee Second Reader: Dr. Spencer L Willardson External Reviewer: Dr. Phil Harris NATION BRANDING: AN INSTRUMENT OF SOFT POWER OR NATION-BUILDING? THE CASE OF KAZAKHSTAN ҰЛТТЫҚ БРЕНДИНГ: ЖҰМСАҚ ҚУАТ НЕ ҰЛТ-ҚҰРЫЛЫС ҚҰРЫЛҒЫСЫ? ҚАЗАҚСТАН ҮЛГІСІ НАЦИОНАЛЬНЫЙ БРЕНДИНГ: ИНСТРУМЕНТ МЯГКОЙ СИЛЫ ИЛИ НАЦИОНАЛЬНОЕ СТРОИТЕЛЬСТВО? ПРИМЕР КАЗАХСТАНА by Leila Ramankulova A thesis submitted in partial fulfilment of the requirements for the degree of Master of Arts in Political Science and International Relations at NAZARBAYEV UNIVERSITY - SCHOOL OF HUMANITIES AND SOCIAL SCIENCE 2020 © 2020 LEILA RAMANKULOVA All Rights Reserved NATION BRANDING: AN INSTRUMENT OF SOFT POWER OR NATION-BUILDING? THE CASE OF KAZAKHSTAN ҰЛТТЫҚ БРЕНДИНГ: ЖҰМСАҚ ҚУАТ НЕ ҰЛТ-ҚҰРЫЛЫС ҚҰРЫЛҒЫСЫ? ҚАЗАҚСТАН ҮЛГІСІ НАЦИОНАЛЬНЫЙ БРЕНДИНГ: ИНСТРУМЕНТ МЯГКОЙ СИЛЫ ИЛИ НАЦИОНАЛЬНОЕ СТРОИТЕЛЬСТВО? ПРИМЕР КАЗАХСТАНА by Leila Ramankulova Principal Adviser: Dr. Neil Collins Second Reader: Dr. Spencer L Willardson External Reviewer: Dr. Phil Harris Electronic Version Approved: Dr. Caress Schenk Director of the MA Program in Political Science and International Relations School of Humanities and Social Sciences Nazarbayev University May 2020 v Abstract Nation branding is a process by which countries seek to create an attractive image and manipulate its external perception. The process of branding a nation involves a broad array of activities from an advertisement on TV and journals to much more extensive public diplomacy initiatives.
    [Show full text]
  • Zhanat Kundakbayeva the HISTORY of KAZAKHSTAN FROM
    MINISTRY OF EDUCATION AND SCIENCE OF THE REPUBLIC OF KAZAKHSTAN THE AL-FARABI KAZAKH NATIONAL UNIVERSITY Zhanat Kundakbayeva THE HISTORY OF KAZAKHSTAN FROM EARLIEST PERIOD TO PRESENT TIME VOLUME I FROM EARLIEST PERIOD TO 1991 Almaty "Кazakh University" 2016 ББК 63.2 (3) К 88 Recommended for publication by Academic Council of the al-Faraby Kazakh National University’s History, Ethnology and Archeology Faculty and the decision of the Editorial-Publishing Council R e v i e w e r s: doctor of historical sciences, professor G.Habizhanova, doctor of historical sciences, B. Zhanguttin, doctor of historical sciences, professor K. Alimgazinov Kundakbayeva Zh. K 88 The History of Kazakhstan from the Earliest Period to Present time. Volume I: from Earliest period to 1991. Textbook. – Almaty: "Кazakh University", 2016. - &&&& p. ISBN 978-601-247-347-6 In first volume of the History of Kazakhstan for the students of non-historical specialties has been provided extensive materials on the history of present-day territory of Kazakhstan from the earliest period to 1991. Here found their reflection both recent developments on Kazakhstan history studies, primary sources evidences, teaching materials, control questions that help students understand better the course. Many of the disputable issues of the times are given in the historiographical view. The textbook is designed for students, teachers, undergraduates, and all, who are interested in the history of the Kazakhstan. ББК 63.3(5Каз)я72 ISBN 978-601-247-347-6 © Kundakbayeva Zhanat, 2016 © al-Faraby KazNU, 2016 INTRODUCTION Данное учебное пособие is intended to be a generally understandable and clearly organized outline of historical processes taken place on the present day territory of Kazakhstan since pre-historic time.
    [Show full text]
  • Writing on the Streets
    WRITING ON THE STREETS Originally published at alchemy.ucsd. edu Alchemy: Winter 2015. 1. Table of Contents Letter from the editors 5 Writing on the streets Are you happy 7 Translated, from the Russian, by Rebekah Mae Olson. Oropesa 9 Translated, from the Spanish, by Jonathan Piskor. Poetry Excerpt from Larva seguido de cerca by Pilar Fraile Amador 11 Translated, from the Spanish, by Elizabeth Davis. Selection of poems from The Nature of Life by Shin Hae-Wook 15 White Thoughts on the Never-ending To a Dearly Missed Friend Translated, from the Korean, by Nancy Yeon Joo Kim. Fragment from Cantar de mio Cid 19 Translated, from the Spanish, by Jonathan Piskor. Fiction Stupid Princess by Lyudmila Petrushevskaya 21 Translated, from the Russian, by Izabela Zdun. A Selection from MICRO(science)FICTION by T(e)M 29 Translated, from the Spanish, by Pepe Rojo & Bryan Constantino. East District 30 Forced Evolution 31 Wikipedia 2530 32 Let’s Go to California Island 33 At Zacas and Business Card: Binational Commerce 34 Tijuana: Host of the 2044 Olympic Games and Copyright 35 Survival 36 Originally published at alchemy.ucsd. edu Alchemy: Winter 2015. 2. Originally published at alchemy.ucsd. edu Alchemy: Winter 2015. 3. Letter from the editors Translation was never limited to literature. An essential practice, its traces are all around us. In the latest issue of Alchemy, we celebrate how languages surround us — not only in texts we choose to read but in the kind of murals and graffiti encountered in cities worldwide. Two highlights of this, our seventh issue, are translations from the streets of Saint Petersburg, Russia, and Toledo, Spain.
    [Show full text]
  • Updates and Corrections Chapter 4
    Updates and Corrections Chapter 4 We’ve become aware of some updates to the game and Page 159 The images of “Bright & Clear” and “Sunny” are some inaccuracies that slipped though our checking swapped. The images below show them correctly. process. To ensure that you can rely on the information Bright & Clear Sunny in the book, we’ll keep a handy list of corrections here. 4 Chapter 2 2 Page 31 The Interest Rate is now 0.05%. The Maximum interest return is now capped at 9,999 Bells. Page 167 Bamboo shoots can be harvested from adult bamboo Page 51 Dodo Airlines allows you to send a maximum of two trees only once. letters to a friend each day. Page 186 The wrong icons were used for the bugs that appear Page 56 Clothing items were missing from Gulliver’s near water. The image here shows the correct icons. Snails can rewards list. See the image here for the full list. also appear on shrubs when it rains. List of Gulliver’s exotic souvenirs Near Water dala horse statue of liberty kaffiyeh Red Dragonfly Firefly hula doll stonehenge milkmaid hat Darner Dragonfly Damselfly katana tower of pisa pigtail lucky cat Clothing samurai wig Banded Dragonfly moai statue alpinist hat silk hat nutcracker ancient admin. hat sombrero Page 188 The legend for the Insect LEGEND pagoda candy-skull mask tam-o’-shanter Occurrences chart was incorrect. A ➜ 11PM-4AM (Midnight) pyramid coin headpiece tubeteika Each day begins at midnight, as B ➜ 4AM-8AM (Early Morning) the image here shows. south pole elder mask turban C ➜ 8AM-4PM (Daytime) D ➜ 4PM-5PM (Early Evening) sphinx geisha wig veil E ➜ 5PM-7PM (Evening) F ➜ 7PM-11PM (Night) Page 57 If Celeste has already given you the recipe for that month’s Zodiac furniture, she’ll give you another star related Pages 194-197 The sell prices listed for fossils are all four times recipe, some star fragments, zodiac fragments or a wand.
    [Show full text]
  • May 1995, Volume 20, No. 3
    Mibble EastNewsletter Volume 20 No.3 May, 1995 Joel Migdal to Speak May L0 at JSIS International Updates Dinner Joel S. Mgdal, the Robert F. Philip Professor of International Studies at the University of Washingtorq will be the featured speaker at the International Updates Dinner on Wednesday evening, May 10, 5:30-8:00. His topic will be THE STATE OF THE MIDDLE EAST PEACE TALKS. Professor Mgdal is an expert on the subject of Palestinians and their society. He has written three books on the subject: Palestinian Society and Politics, Peasants, Politics, and Revolution, and (with Baruch Kimmerling) Palesfinians: The Making of a People. For the past ten years Professor Migdal has been the Chair of the International Studies Progranq the largest ofthe 24 undergraduate and graduate progrurms in the fackson School of International Studies. During this time he also founded and has served as Director for the federally funded International Studies Resource Center at the I-IW. Professor Mgdal is both an excellent speaker and teacher and a gifted writer. He has received both the UW' Distinguished Teaching Award (1993) and the Governor's Writ'ers Award. Don't miss this opportunity to hear a faculty member of whom the IJW is justifiably proud speak on one of the topics that has been central to his academic interests. For this Update, the lecture will begin at 5:30 pm in Kane Hall, Room 220 (UW campus). We will adjourn to the Walker Ames Room (across the hall) at 6:30 and dinner will be served at7:00 pm.
    [Show full text]
  • Kazakhstan, Kyrgyz Republic and Tajikistan 2009
    Reviews of NationalReviews Policies for Education Reviews of National Policies Reviews of National Policies for Education for Education Kazakhstan, Kyrgyz Republic and Tajikistan 2009 Kazakhstan, Kyrgyz STUDENTS WITH SPECIAL NEEDS AND THOSE WITH Republic and Tajikistan DISABILITIES 2009 This OECD publication reviews the current state of education policies for children with special education needs and those with disabilities in Kazakhstan, the Kyrgyz STUDENTS WITH SPECIAL NEEDS Republic, and Tajikistan. It offers an overview of the respective country backgrounds, AND THOSE WITH DISABILITIES education systems and relevant legislation, and takes a critical look at access to education for what is considered to be the most vulnerable group of children in the countries reviewed. Particular attention is paid to inclusive education policies, to the processes of identification and assessment, to overall policy co-ordination for the provision of education services, to integration in mainstream education, as well as to good practices and the role of NGOs and the donor community. 2009 Tajikistan and Republic Kyrgyz Kazakhstan, The publication is part of the OECD series Reviews of National Policies for Education and is prepared by the Programme for Co-operation with Non-Member Economies of the Directorate for Education. The full text of this book is available on line via these links: www.sourceoecd.org/education/9789264073210 www.sourceoecd.orgemergingeconomies/9789264073210 Those with access to all OECD books on line should use this link: www.sourceoecd.org/9789264073210 SourceOECD is the OECD online library of books, periodicals and statistical databases. For more information about this award-winning service and free trials ask your librarian, or write to us at [email protected].
    [Show full text]
  • Culture and Customs of the Central Asian Republics
    Culture and Customs of the Central Asian Republics Rafis Abazov Greenwood Press CULTURE AND CUSTOMS OF THE CENTRAL ASIAN REPUBLICS The Central Asian Republics. Cartography by Bookcomp, Inc. Culture and Customs of the Central Asian Republics 4 RAFIS ABAZOV Culture and Customs of Asia Hanchao Lu, Series Editor GREENWOOD PRESS Westport, Connecticut • London Library of Congress Cataloging-in-Publication Data Abazov, Rafi s. Culture and customs of the Central Asian republics / Rafi s Abazov. p. cm. — (Culture and customs of Asia, ISSN 1097–0738) Includes bibliographical references and index. ISBN 0–313–33656–3 (alk. paper) 1. Asia, Central—History. 2. Asia, Central—Social life and customs. I. Title. DK859.5.A18 2007 958—dc22 2006029553 British Library Cataloguing in Publication Data is available. Copyright © 2007 by Rafi s Abazov All rights reserved. No portion of this book may be reproduced, by any process or technique, without the express written consent of the publisher. Library of Congress Catalog Card Number: 2006029553 ISBN: 0–313–33656–3 ISSN: 1097–0738 First published in 2007 Greenwood Press, 88 Post Road West, Westport, CT 06881 An imprint of Greenwood Publishing Group, Inc. www.greenwood.com Printed in the United States of America The paper used in this book complies with the Permanent Paper Standard issued by the National Information Standards Organization (Z39.48–1984). 10 9 8 7 6 5 4 3 2 1 Contents Series Foreword vii Preface xi Acknowledgments xv Notes on Transliteration xvii Chronology xxi 1 Introduction: Land, People, and History 1 2 Thought and Religion 59 3 Folklore and Literature 79 4 Media and Cinema 105 5 Performing Arts 133 6 Visual Arts 163 7 Architecture 191 8 Gender, Courtship, and Marriage 213 9 Festivals, Fun, and Leisure 233 Glossary 257 Selected Bibliography 263 Index 279 Series Foreword Geographically, Asia encompasses the vast area from Suez, the Bosporus, and the Ural Mountains eastward to the Bering Sea and from this line southward to the Indonesian archipelago, an expanse that covers about 30 percent of our earth.
    [Show full text]
  • In the Name of Unity
    The Equal Rights Trust is an independent internation- al organisation whose purpose is to combat discrimi- nation and promote equality as a fundamental human Equal Rights Trust right and a basic principle of social justice. The Kazakhstan International Bureau for Human Rights and Rule of Law is a non-governmental organi- sation which aims to protect political rights and civ- il freedoms and to develop democracy and rule of law in Kazakhstan and other countries. “Unity! Stability! Creativity!” This is the slogan of Nur Otan, the political party of Nursultan Nazarbayev, the Republic of Kazakhstan’s first and only president. ▪ This report, examining discrimination and inequality in Kazakhstan, finds Series: Kazakhstan Report Country that the unity promoted by Nazarbayev is narrow, excluding those whose religion, ethnicity or political opinion challenges his vision, and denying an equal role to women, persons with disabilities and other groups. - IN THE NAME ofA 2011the Kazakh law on language religion imposes– spoken onerous by only registration74% of the population requirements, – creates indi rectly discriminating against minority religious groups. The promotion OF UNITY - barriers for ethnic minorities in accessing public services, employment and education. The state discriminates on the basis of political opinion, detain ing its critics and limiting freedom of expression, assembly and association.- Addressing Discrimination The unified Kazakhstan promoted by the government also provides lit and Inequality in Kazakhstan tle space for other groups. Women are subject to discriminatory laws and are underrepresented in the workforce and public life. Lesbian, gay, bisexual and transgender persons are subject to discrimination by both state and non-state actors.
    [Show full text]
  • The Case of International Hoca Ahmet Yesevi Turk-Kazakh University
    TURKISH INVOLVEMENT IN HIGHER EDUCATION IN KAZAKHSTAN: THE CASE OF INTERNATIONAL HOCA AHMET YESEVI TURK-KAZAKH UNIVERSITY A THESIS SUBMITTED TO THE GRADUATE SCHOOL OF SOCIAL SCIENCES OF MIDDLE EAST TECHNICAL UNIVERSITY BY ÖZCAN TÜRKO ĞLU IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF SCIENCE IN THE GRADUATE PROGRAM OF EURASIAN STUDIES JULY 2005 i Approval of the Graduate School of Social Sciences Prof. Dr. Sencer Ayata Director I certify that this thesis satisfies all the requirements as a thesis for the degree of Master of Science. Assoc. Prof. Ceylan Tokluo ğlu Head of Department This is to certify that we have read this thesis and that in our opinion it is fully adequate, in scope and quality, as a thesis for the degree of Master of Science. Dr. Mustafa Şen Supervisor Examining Committee Members Prof. Dr. Bahattin Ak şit (METU, SOC) Dr. Mustafa Şen (METU, SOC) Assist. Prof. Cennet Engin Demir (METU, EDS) ii I hereby declare that all information in this document has been obtained and presented in accordance with academic rules and ethical conduct. I also declare that, as required by these rules and conduct, I have fully cited and referenced all material and results that are not original to this work. Name, Last name: Özcan Türko ğlu Signature : iii ABSTRACT TURKISH INVOLVEMENT IN HIGHER EDUCATION IN KAZAKHSTAN: THE CASE OF INTERNATIONAL HOCA AHMET YESEVI TURK-KAZAKH UNIVERSITY Özcan Türko ğlu M.Sc., Eurasian Studies Supervisor: Dr. Mustafa Şen July 2005, 182 pages After the disintegration of the Soviet Union in 1991, Turkey involved in many projects in all spheres with the Central Asian republics.
    [Show full text]
  • Building Belonging in Muslim Moscow: Identity and Group Practices in the Post-Soviet Capital
    Building Belonging in Muslim Moscow: Identity and Group Practices in the Post-Soviet Capital Charles Aprile Honors Thesis Submitted to the Department of Sociology and Anthropology in Partial Fulfillment of the Requirements of the Degree of Bachelor of the Arts Thesis Advisor: Dr. Maya Nadkarni Swarthmore College ABSTRACT Due to the scale of migration that took place after 1991, Moscow is both an ideal and unique space in studies of race, ethnicity and group identity in the of Post-Soviet sphere. Moscow is unique in its history as the center of the multinational Soviet nation-state, as well as its renewed social and economic centrality to much of the former Soviet Union today. The city's layered and contradictory spaces bear testament to how the changing power relations of post-socialist transition affect the embeddedness of group identity in the city's daily life. Due to this layered past, Moscow has a pronounced lack of ethnic or racial residential segregation. This reality necessitates novel frameworks to explain how social belonging and exclusion are spatially inscribed into Moscow's urban fabric. This study uses historical context and ethnographic, interview and participant-observation among Muslim migrants to understand the mechanisms that reproduce, reify, complicate, and splinter Muslim group identities in the Russian capital. In "migrant markets," the findings of this research indicate how Muslims use the spaces to engage in workplace practices that serve to validate their varied cultural, collective and individual identities. At the same time, the stratified occupational structures in markets serve to reify Russian stereotypes against migrants and categorize them as "other." In observing religious activity in Moscow, this study found a serious disconnect between government-approved religious leaders and their supposed constituencies.
    [Show full text]