Abstract
| Original language | English |
|---|---|
| Title of host publication | Comparing post-socialist transformations: |
| Subtitle of host publication | Education in Eastern Europe and Former Soviet Union |
| Place of Publication | Oxford, UK |
| Publisher | Symposium Books |
| Chapter | 7 |
| Pages | 147 |
| Number of pages | 166 |
| Volume | 28 |
| Edition | 2 |
| ISBN (Print) | 978-1-910744-03-1 |
| Publication status | Published - 2018 |
Publication series
| Name | Oxford Studies in Comparative Education |
|---|
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Keywords
- comparative education
- Kazakhstan
- Ukraine
- Language policy
- education
Cite this
Bottom up and top down: Comparing language-in-education policy in Ukraine and Kazakhstan. / Goodman, Bridget; Karabassova, Laura.
Comparing post-socialist transformations: : Education in Eastern Europe and Former Soviet Union. Vol. 28 2. ed. Oxford, UK : Symposium Books, 2018. p. 147 (Oxford Studies in Comparative Education).Research output: Chapter in Book/Report/Conference proceeding › Chapter
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TY - CHAP
T1 - Bottom up and top down:
T2 - Comparing language-in-education policy in Ukraine and Kazakhstan
AU - Goodman, Bridget
AU - Karabassova, Laura
PY - 2018
Y1 - 2018
N2 - Scholars have written about the contentious and conflicted relationship between Russian and the state language in the Soviet republics during Soviet times. Since gaining independence from the Soviet Union, the state language in post-Soviet countries has taken on greater importance as a language of ethnic identity and nation building, although Russian has remained the de facto language of power and prestige in multiple spheres including education. With the rise of globalization and neoliberalism, English is playing an increasingly important role as a desired and necessary language for science and international communication, and integration into the global community. To shed light on how post-Soviet nations manage language policy and language practice in this new era, this chapter compares language-in-education policy of the titular language, Russian, and English in two post-Soviet countries, Ukraine and Kazakhstan. The analysis of policy and practice around three languages shows that despite both countries declaring independence in 1991, Ukraine and Kazakhstan have implemented different approaches to language in language-in-education policy, which reflects the diversity of power and policy transformations in post-Soviet countries.
AB - Scholars have written about the contentious and conflicted relationship between Russian and the state language in the Soviet republics during Soviet times. Since gaining independence from the Soviet Union, the state language in post-Soviet countries has taken on greater importance as a language of ethnic identity and nation building, although Russian has remained the de facto language of power and prestige in multiple spheres including education. With the rise of globalization and neoliberalism, English is playing an increasingly important role as a desired and necessary language for science and international communication, and integration into the global community. To shed light on how post-Soviet nations manage language policy and language practice in this new era, this chapter compares language-in-education policy of the titular language, Russian, and English in two post-Soviet countries, Ukraine and Kazakhstan. The analysis of policy and practice around three languages shows that despite both countries declaring independence in 1991, Ukraine and Kazakhstan have implemented different approaches to language in language-in-education policy, which reflects the diversity of power and policy transformations in post-Soviet countries.
KW - comparative education
KW - Kazakhstan
KW - Ukraine
KW - Language policy
KW - education
UR - https://doi.org/10.15730/books.104
M3 - Chapter
SN - 978-1-910744-03-1
VL - 28
T3 - Oxford Studies in Comparative Education
SP - 147
BT - Comparing post-socialist transformations:
PB - Symposium Books
CY - Oxford, UK
ER -